Students can be assisted in the writing process by the use of strategy instruction. A strategy is merely a tool used to complete a task. Cognitive Strategy Instruction is an evidence–based technique with research that supports its effectiveness.
“While students are building the skills they need to advance through the stages of writing (letter formation, spelling, sentence creation), students also need to be taught the stages of writing development: generating and organizing ideas, initially with a group or partner; producing a rough draft; sharing ideas with others for the purpose of gaining feedback; and revising, editing, proofreading, and publishing” (NCREL 2004).
Strategies to Teach Writing
Students can be assisted in the writing process by the use of strategy instruction. A strategy is merely a tool used to complete a task. Cognitive Strategy Instruction is an evidence–based technique with research that supports its effectiveness. The University of Nebraska-Lincoln has a website where you will find information about strategy instruction including the steps (how you do it), and the purpose behind each step (why you do it). The writing process is what is important, so use strategies with fidelity to insure their effectiveness.
The Writing Process
Brainstorming: Students generate ideas for writing by gathering ideas on topics, read- ing literature, creating webs and story charts.
Rough Draft or “Sloppy Copy: Students get their preliminary ideas on paper. They write without concern for rules. Written work does not have to be neat.
Reread: Students proof their own work by re-reading their piece of writing. They read to make sure it makes sense to the reader
Revise: Improve what the story says and how it is said: write additions and details. Take out unnecessary sentences. Use peer suggestions to improve.
Editing: Work together with peers or teacher on editing mechanics and spelling. Make sure the work is free from errors.
Final Draft or “final copy”: Students produce their final copy to discuss with the teacher and write a final draft based on teacher suggestions.
Publishing: Students publish their written pieces: Students convert the finished product into a final format. Formats may include binding stories into book covers or typing them on a computer. And be sure to celebrate!
LDOnLine: What is Dysgraphia? Information about how to recognize dysgrahia and strategies to remediate the disability.
Differentiated Instruction for Writing. Differentiate lessons by giving students writing product options. Teach skills related to the writing process.
Gardner, A., & Johnson, D. (1997). Teaching personal experience narrative in the elementary and beyond. Flagstaff, AZ: Northern Arizona Writing Project Press.
Gardner and Johnson (1997) describe the stages of the writing process: