What Teachers Do To Make Every Child Feel Like A Writer

Teachers must help children to perceive themselves as writers before they are able to write for themselves. – Frank Smith

The world is not divided into the people who know how to write and those who don’t. – Philip Gross

As part of our ongoing work on building a Writing For Pleasure pedagogy, we have been reflecting on the second principle of our Writing For Pleasure manifesto:

High Expectations: Seeing Every Child As A Writer (2)

Effective writing teachers hold high achievement expectations for all writers. They see all children as  writers and, from the first, teach strategies that lead to greater independence. They make the purposes and audiences for writing clear to children for both their class and personal writing projects. They teach what writing can do. They also promote the social aspects of writing and peer support in their classrooms.

What do you need to consider as a teacher to ensure you are creating an inclusive environment where all apprentice writers can flourish?

Advertisements

A Cautionary Blog Post About Using Structure Strips

Please note that this blog-post is not anti structure-strip. As this post and the research that informs it will explain, they can be a highly-effective self-regulatory resource that children can certainly learn and build from!

When reading about writing, you are often faced with one of two extremes. At one end of a continuum is the belief that ‘language,’ including writing, cannot be effectively taught unless it is solely acquired through experiences and by being presented with a situation which causes an authentic reason to write.

At the other end is the idea that language is best learned through tutelage, rote-learning and explicit instruction in its structures, forms and conventions.

As is often the case with extremes, academic research and sensible practitioners suggest a moderate middle ground is required. Language is best learned through a combination of authentic experiences and explicit instruction.

What The EEF’s ‘Improving Literacy in Key Stage Two’ Report Tells Us About Teaching Writing Effectively.

Here is a brief outline of the key messages from the Education Endowment Fund’s summary on effective writing at Key Stage Two. The summary produced by the EEF uses a number of meta-analysis based research papers to draw its conclusions. It says:

They Won’t Have Anything To Write About: The Dangers Of Believing Pupils Are ‘Culturally Deprived’.

We can’t give children rich lives, but we can give them the lens to appreciate the richness that is already there – Lucy Calkins (1991)

As teachers, our job is to help children claim more control over their own lives. One of the ways people most lack control over their own lives is through lacking control over words. Especially written words. – Peter Elbow (1998)

Within a vast educational literature there is a substantial number of treatises that deal with the failure of the primary school to make connections with the lives of working-class children. –Carolyn Steedman (1982)

Think about it. Is there any lower expectation than thinking children will have nothing to write about?

Why The Over Use Of Writing Stimuli & Book Planning Could Be Damaging Children’s Writing Potential.

I should start out by stating quite clearly that this is not an article advocating for the removal of all stimuli or book inspired writing tasks from classrooms. I myself use them. However, this article looks to reflect on what contemporary writing and research is telling us about these dominant writing practices.

We begin with some wise words from Donald Graves, writer, teacher, researcher and thinker: ‘Children want to write’.

In this post, I want to suggest, through use of research findings, that the provision by teachers of cross-curricular ‘topics’ or ‘writing stimuli’ for writing in schools could be inhibiting children’s desire to write. As a result, this may effect the quality of their writing too. Is it the case that too few children are realising that they can do more with writing than simply imitate or produce ‘writing to order’? Is there another way of offering topic choice which can redress this?

In Teaching Writing – How Important Is It That Teachers Be Writers Too?

When planning for this blog, I wrote down the following bullet points:

• Do and should teachers write and share their own exemplars of texts they expect children to go on and write?
• Do teachers take part in the writing process when they write; if so, do they share their process with their children? For example do they show children pages from their notebook? Their plans, their drafts, their revisions, their edits and their final publications?
• Do teachers share hints and tips from their own writing process with children?