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Importance of the writing process
Importance of writing
Importance of the writing process
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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, &
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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
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.
Furthermore to make the Writer’s Workshop successful the students must have intensive and daily independent writing time. During that time the children will work on tasks they learned in the mini-lesson. Some of the writing time should be silent thinking and writing time, while the other time can be quiet writing times when the students can talk in soft voices. Students should always know they are never finish writing in writing workshop, they either work on a draft, revise pieces, or start a new writing (Rog
Thinking about a topic to write about is not always easy, and sometimes the process of writing can end up being difficult. Jennifer Jacobson discusses strategies to overcome the struggles that young writers can encounter while writing. I was interested in her book No More “I’m Done!” Fostering Independent Writers in the Primary Grades because I feel like as a future teacher this could be a frequent problem among students. From reading this book, I hoped that I would learn useful strategies that I could use to help students overcome their problems with writing. After reading this book, I do believe that Jacobson has provided me with plenty of methods to use. I was surprised at the depth that she goes into in her text. There is a vast amount
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
Writing can be a very difficult process for those who do not know how to go about constructing
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
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
Santrock gives the examples of, “writing about the American revolution in five minutes.” After the free write is completed, students can share ideas with other students. By doing so, students can listen to ideas that they may not have thought of. Having students collaborate and talk about the free write allows them to generate ideas together and allow the subject to sink deeper into their learning. Along with letting the subject sink deeper into the students learning, it allows new questions to arise. Allowing new questions to arise can help students become curious about other topics, which can lead to students expanding their learning outside of the school
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.
Although adequate writing skills are indispensable for life, leisure, and employment, quite a few students do not learn how to write effectively. Since writing is an exercise in thinking, it is important to balance the process of writing with the mechanics of writing. The areas of the brain involved in the writing task are varied yet interrelated; therefore, a student’s individual needs will determine the method of instruction they receive. Many students who have low expectations for their own academic success will not make even minimal efforts to complete a...
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.
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