Language merely reflects our way of trying to make sense of the world. – Frank Smith
Writing is the meeting point of experiences, language and society. It is intimately bound up in an individual’s intellectual, emotional, social and spiritual growth. Such patterns are complex and draw on several disciplines (including psychology and sociology) (John Dixon, p.85)
Teachers all have different philosophies on what constitutes writing and therefore will respond differently to: children’s writing, organising instruction and representing children’s development accordingly. Here are some common and influential views on what writing is and why we do it.
Continue reading “What Is Writing? Why Do We Write?”
When you write, ideas crazily spill from your head, tumble down your arm, into your pen and out along the crisp, white page. To us, the only way to see ideas is scribbling them down – but ideas are more than just words on a page.They are colourful, squirming, squiggly things that slide and slip through the nooks and crannies of your brain. Some of them crash against the walls of your head in roaring waves. Others come more slowly – each droplet of water a letter.
Once you gain control of the sea – the droplets make out your idea.
– Year 5 Child.
Modeling topic selection is the best way to help children develop independent thinking and decision-making skills for composing – Heller (1999, p.86).
Research clearly shows that if children get to choose their topics, this strongly influences their enjoyment of writing and therefore the progress they make. Children may need initially to generate a whole raft of topics and ideas that they feel they could write about.
Continue reading “The Sea Of Writing Ideas: 10 Ways We Got Children Choosing Their Own Topics.”