Writing Overview

Writing is an integral part of the language arts curriculum. "Reading and writing are considered integrated processes. Writing generates an enthusiasm for reading, and reading creates the impetus for writing." (Robbins,50) People use similar strategies in both reading and writing: by connecting the two processes together, people will learn to do both more effectively and will be more motivated to learn.

"There are developmental aspects, identifiable stages and factors in the act of writing. Children learn to write on a continuum and teachers need to understand these sequences in their children's growth as writers." (Graves, 65)

All recent research on writing stresses that effective writers undergo a process which has several clearly defined stages.

The Writing Process is how we translate ideas into written text. It starts with an idea in our head and the need to develop it, communicate it to an audience, and preserve it. According to Marcia Freeman there are six stages for instructional purposes. They are labeled and explained thoroughly with conditions, examples and lessons in "Building a Writing Community-A Practical Guide":

• Prewriting plan by talking, drawing pictures, making notes, using story planners and organizers (pages 41-55)
• Drafting getting ideas on the page, the starting point of thoughts on a given topic (pages 37-64)
• Response gives feedback to first draft, generates the impetus for the revision, provides an opportunity to integrate the four language arts: reading, writing, talking and listening (pages 65-78)
• Revising clarifying, adding more information, and the elimination of unnecessary language (pages 93-111)
• Publishing publish means "to bring to the public's attention, to announce," is a great motivation for writing (pages 113-121)

Daily Writing Workshop is a critical component in creating an environment in which children can develop as independent and accomplished writers. "For the successful functioning of a writing workshop we must provide consistent and uninterrupted blocks of time."

In Writing Workshops, students may be at various developmental stages in their writing, at different steps in the Writing Process, reading samples of text structure or techniques silently, conferencing with other students or the teacher, illustrating or researching.

Teachers demonstrate techniques that effective writers use through focused mini-lessons.

"For young writers to achieve composing fluency, they must learn and practice the body of knowledge--the content of writing. This body of knowledge consists of: the characteristics of genres, composing and literary skills, and writing conventions." (Freeman,20)

Effective writing instruction follows a model based on requisite learning set forth by Brian Cambourne, and Australian researcher, with the following conditions: Immersion, Demonstration, Expectation, Responsibility, Use, Approximation and Response. Think of the conditions in connection with the way children learn to talk." (Freeman,6) When teachers are lecturing, students have little chance to practice writing. Teachers must be facilitators in the classroom where students are actively engaged in learning the writing process.