Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Importance of the writing process
Importance of writing
Importance of the writing process
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Importance of the writing process
Learning to write is like learning to read (Spivey, 2006). Both follow a sequential process. Writing combines more basic skills than any other subject. It is important that we define what is meant when we say writing. “Writing is the activity of expressing ideas, opinions, and views in print: writing for communication or composing.” (Binghan, Gerde, Wasik, 2012). Educators have to take into account the developmental stages and build on a child’s learning experiences. Educators have found that by focusing on the steps of the process of writing, almost everyone learns to write successfully. Many early childhood teachers struggle to find the best approach to teach writing in their classrooms. In order to have successful writing in your classroom, teachers need to model writing for their students (Behymer, 2003).
Interactive writing is a great tool for modeling writing. When interactive writing occurs the children are supported during this process and are able to write things that they normally could not write on their own (Behymer, 2003). “Interactive writing provides powerful demonstrations that help young children make progress in their own writing” (McCarrier, Pinnell, &
…show more content…
This is where your pencil meets the paper. This is when you want your students to be focused on writing all their ideals and thoughts as fast as they can, but do not worry about spelling or grammar. Remember that your students need to be concentrating on the message of the story and reading the story to make sure that it makes sense. The purpose of the rough draft is for students to focus on their ideals and get them on the paper without the fear of making mistakes in grammar, capitalization, punctuation, or paragraph structure (Spivey, 2006). In this stage teachers can have students get in pairs that choose to write about the same topic to work together on a story. When each group is finished, they can share their rough drafts with the other
Experts believe that writing workshops are an excellent way to get elementary school children interested in writing and setting the stage for a lifelong joy of writing. Lucy Calkins developed Writer’s Workshop which was based on many positions taken by her mentor Donald Graves (Feinberg 2). She identified six major components of the Writer’s Workshop, which make it so successful. The six components are: predictable structure, free choice, useful mini-lessons, daily independent writing time, conferencing with teachers and peers and modeling good writing.
Authors Mayher, Lester and Pradl (1983) in their book titled, Learning to Write, Writing to Learn describe writing as a two goal endeavor. First, the only way one can learn to write is by writing. Second, “writing can be a means for learning.” The authors’ views of both goals of writing are not traditional views. Writing serves as an “engaging transaction through which the learner makes her own connections and builds her own meaning.” The addition of the writing standards for science from the Common Core standards mirrors the goals of Mayhner, Lester and Pradl (1983). Writing within the science curriculum allows students to make meaning and learning their own.
When we see well know writers, the ones who are making a lot of money from getting many of books published, we see them as people who just wake up and sit at their desks, feeling good about themselves and knowing how talented they are, and just start typing these excellent passages. Not one of those authors just write perfect first drafts. Only few writers know what they are doing until they have already done it. They don’t just start typing a couple of sentences then all of a sudden start writing these masterpieces. Sometimes we feel that writing is a struggle to do, even those writers who have to best written essays. A first draft is called the “child’s draft,” you let all of your words spill onto the paper in no certain order, but no one will see it and you can put the words together later. For now you just let all of your thoughts, no matter how immature they may seem, be written down. Because in all those crazy sentences there may be something good or rational that is most mature. Without doing this first draft you would have never gotten to that point
This book teaches children to become "word solvers": readers who can take words apart while reading for meaning, and writers who can construct words while writing to communicate. In the book there is a word study that includes systematically planned and applied experiences focusing on the elements of letters and words; writing, including how children use phoneme-grapheme relationships, word patterns, and principles to develop spelling ability; reading, including teaching children how to solve words with the use of phonics and visual-analysis skills as they read for meaning. This is a great book that includes practical information on how to engage in interactive writing and shared reading, how to use a word wall and word sorting, and how to use effective assessment
Writing is an incredible characteristic in every culture. Anybody can express their feelings through writing, and can learn by visually seeing words on a page. The power of writing is amazing. My area of study is elementary education in the 4th grade setting, and I will be focusing on writing. There are many “best practices,” in the 4th grade setting and Santrock talks about many of them, but the one that stands out the most is free-write. Along with free-write another set of authors, Darch and Simpson, created a program for spelling tests.
In “Writing to Learn: Writing across the Disciplines,” Anne J. Herrington finds different sources stating that writing is to be taken serious. Janet Emig says, "writing represents a unique mode of learning-not merely valuable, not merely special, but unique” (1) meaning that writing is far more essential than we ought to make it seem. Anne Herrington wants educators teaching in economics, history, chemistry or any other subject to guide their students into understanding why progressing their writing skills will be more helpful to them. At the end of the day, it all comes down to the educator; whether he/she wants their students to use writing as a way for students to adapt to different disciplines.
rough draft and you submit it for a grade, not in every class you get to do this. This is what
Turnbill, J. & Bean, W. (2006). Writing Instruction K-6: Understanding Process, Purpose, Audience. Retrieved from https://www.rcowen.com/PDFs/Turbill-Bean-Ch-4.pdf
Writing can be a very difficult process for those who do not know how to go about constructing
In the chapter, “Internal Revision,” Murray discusses the writing process and how we as teachers should teach it. He states, “And yet rewriting is one of the writing skills least researched, least examined, least understood, and—usually—least taught” (75). I believe that rewriting is a vital step of writing an essay, story, or anything that you are putting together. Growing up in school, I never had a revision time. Once it was due, we had to turn it in and then we get it back with a letter grade. With not knowing why you got the grade and how you can fix it makes you discouraged for the next assignment. It was not until high school that I started to get a little feedback from the teachers on why I got the grade that I did. We still did not
Jones, Jill, and Jill East. "Empowering primary writers through daily journal writing." Journal of Research in Childhood Education 24.2 (2010): 112+. General OneFile. Web. 22 Feb. 2011.
I personally do not enjoy writing like most people would feel about reading a dictionary. I am cautiously treading water with every word I type. I have always found writing to be a tedious process. I have never found ease in wording something the way I want to; therefore, it usually sounds so much better in my head. I’ve never considered myself to be comfortable with writing in general. For example, I always had a hard time telling if I needed a comma in a sentence or not. Sometimes it was obvious, but it seems more confusing most of the time.
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of
When children first start school they begin a new extensive journey, first meeting all new people and then having to learn a broad array of new things. One of those new things is how to read and also write. Teachers start out slow by having students write in big capital letters on funny looking red and green striped paper, next moving on to cursive letters with still that same silly paper. After a short while the students are on their own, writing notes for classes, notes to friends and family, along with research papers and stories for their teachers in school. And that is where my story begins, room 216 on the second floor of Pottsville Area High School.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.