Universidad de Manila

One Mehan Gardens, Manila

Topic: Stages of Teaching-Writing

Name of Reporter: Perez, Earrol Jade D.

Subject: Teaching and Assessment of the Macro-skill

Professor: Rodolfo M. Martinez Jr.

“Good writers are good readers”. Writing gives voice to our inner
thoughts and allows us to share them. As a form of communication, writing can
transcend time and is a way to pass stories from generation to generation. It has
been said that the best way to improve anyone’s reading is to have them write.
Writing focuses students on phonics, comprehension, mechanics, developing their
voice or perspective, and communicating this perspective to others. Gone are the
days of diagramming sentences. 

Teachers must learn how to create a classroom environment that is

conducive to writing and supports effective writing instruction for all learners. To
effectively foster a community of budding young writers, teachers need to create
an environment that is safe, encourages risk, and provides the support for
learning the skills essential to the craft of writing. Balanced Literacy provides the
teacher with many opportunities to model writing for their students, thereby
infusing the skills necessary for their students to develop.  In this report you will
determine the stages of Teaching-Writing.

What is teaching?

Teaching is an activity aimed at bringing about meaningful learning

through a method that is morally and pedagogically acceptable. It involves a
teacher, a learner, content in form of knowledge facts information and skill to be
imparted a deliberate intention on the part of the learners to learn, and finally a
method that respects the learners’ cognitive integrity and freedom of choice.

What is writing?

Writing is the process of using symbols (letters of the alphabet, punctuation

and spaces) to communicate thoughts and ideas in a readable form. Generally, we
write using a pen/pencil (handwriting) or a keyboard (typing). With a pen/pencil
we usually write on a surface such as paper or whiteboard.  Writing is usually the
fourth language skill that we learn.

Teaching-Writing

Teaching writing is a simple evaluation of literature and exploring what

makes the piece enjoyable or effective. It also involves helping a student choose
topics for writing based on their personal interests.

Writing Skills – What are they?

At first, many parents think that “learning to write” is primarily a question

of grammar. They first think of teaching proper sentence construction, appropriate
use of tenses, and punctuation. It is true that grammar is an important component
of teaching writing. The Time4Learning system includes a superb set of lessons for
teaching punctuation, vocabulary, word choice, spelling, paragraph structure and
other components of “correct writing”. Try these demos.
 But after a little thought, we find that while grammar is an important part of
writing, effective writing requires much more. When a writing process is used to
teach writing, students begin to understand writing as a form of communication.
Furthermore, writing helps students recognize that they have opinions, ideas, and
thoughts that are worth sharing with the world, and writing is an effective way of
getting them out there!

There are many types (or modes) of writing such as descriptive writing,

persuasive writing, informative writing, narrative writing, and creative or fiction
writing. Many students are familiar with the basic writing assignments such as
book reports, social studies reports, short stories, and essays on topics such as:
“What I did on my summer vacation”. But these writing assignments should be
thought of as applications of basic writing modes. For instance, a book report is
usually a type of descriptive writing, and an essay on dinosaurs might include both
informative and perhaps persuasive writing.

The Writing Process: Prewriting, Writing, Revising, and Proofreading

The four steps of the writing process are: prewriting, writing, revising,
and proofreading.

 PreWriting – Whatever type of writing a student is attempting, the prewriting

stage can be the most important. This is when students gather their
information, and begin to organize it into a cohesive unit. This process can
include reading, taking notes, brainstorming, and categorizing information.
Prewriting is the most creative step and most students develop a preferred
way to organize their thoughts. Stream of consciousness writing, graphic
organizers, outlines, or note cards are popular techniques. Often this stage
is best taught by a parent modeling the different methods, perhaps a
different one each week until the student finds which one works best for
him.
 Writing -The actual writing stage is essentially just an extension of the
prewriting process. The student transfers the information they have
gathered and organized into a traditional format. This may take the shape of
a simple paragraph, a one-page essay, or a multi-page report. Up until this
stage, they may not be exactly certain which direction their ideas will go, but
this stage allows them to settle on the course the paper will take. Teaching
about writing can sometimes be as simple as evaluation good literature
together, and exploring what makes the piece enjoyable or effective. It also
involves helping a student choose topics for writing based on their personal
interests. Modeling the writing process in front of your child also helps them
see that even adults struggle for words and have to work at putting ideas
together.
 Revising , or editing is usually the least favorite stage of the writing process,
especially for beginning writers. Critiquing one’s own writing can easily
create tension and frustration. But as you support your young writers,
remind them that even the most celebrated authors spend the majority of
their time on this stage of the writing process. Revising can include adding,
deleting, rearranging and substituting words, sentences, and even entire
paragraphs to make their writing more accurately represent their ideas. It is
often not a one-time event, but a continual process as the paper progresses.
When teaching revision, be sure to allow your child time to voice aloud the
problems they see in their writing. This may be very difficult for some
children, especially sensitive ones, so allow them to start with something
small, such as replacing some passive verbs in their paper with more active
ones.
 Proofreading – This is a chance for the writer to scan his or her paper for
mistakes in grammar, punctuation, and spelling. Although it can be tempting
for parents to perform this stage of the writing process for the child, it is
important that they gain proofreading skills for themselves as this improves
 a student’s writing over time. And because children want their writing to be
effective, this can actually be the most opportune to teach some of the
standard rules of grammar and punctuation. When students learn the rules
of mechanics during the writing process they are much more likely to
remember to use them in the future.

Stages of Teaching Writing

1. Modeled writing is the first step in teaching writing to children. This is when the
teacher is in front of the class doing all of the writing. It is also defined as an
instructional strategy used to pre-teach and reinforce specific writing skills or
concepts. Modeled writing can be used to illustrate a wide range of skills related
to writing from grammar and conventions to crafting a piece for a specific purpose
and audience. During this activity, students are primarily listening and watching.
The key to modeled writing is to never assume your students are following you.
Tell them everything you are doing and why. It is not enough for them just to
watch you. As well, don't try to model so many things that the lesson goes on too
long - you will lose their attention.

2. Shared writing is a process teacher’s use on a regular basis to help children to

understand how to write a particular kind of text and to provide them with a model
piece of writing to emulate. During shared writing, a teacher will scribe the words,
but the students are now invited to contribute to the piece. 

 Students contribute ideas while the teacher writes

 Lots of discussion, questions and answers
 Think alouds continue to be used

3. Guided writing is the third step in teaching writing to children. In guided writing,
teachers continually provide feedback, redirection and expansion of ideas. Any
area of writing can be addressed, but it works well to put similar needs together
and address them at the same time. Guided writing also is a small group
approach, involving the teacher meeting with a group of students with similar
writing needs. It can be thought of as a group conference or small group mini-
lesson, undertaken strategically in response to an identified challenge faced by the
selected students.

 The step between teacher directed and independent writing

 Teacher utilizes prompts and clues to help develop ideas and organization

 Teacher works with students either small group or independently

 Oral discussion of sentences before writing

4. Independent writing is described as a time when students accomplish their own

writing through the employment of knowledge and skills that have been the focus
for previous instruction. Previous instruction is said to consist of modeling and
guided activity where knowledge and skills required for independent writing are
taught through social interaction with the teacher. Descriptions of independent
writing emphasize the activity of individual students and give limited attention to
the social interaction that occurs between young students when they write.

This is where the students effectively utilize written language for their own
purposes or as assigned by the teacher. These writing pieces can be anything,
from creative stories and reports to writing journals or letters to friends and
family.

 Students use ideas from shared writing to produce their own independent
piece

 Reference to charts and other materials to revise and edit composition

 Teacher evaluation for growth.

 Teaching Writing Skills in Preschool to Second Grade

Young students sometimes find it difficult to making the transition from

speaking to writing. Speaking is so immediate, so detailed, and so easy. When
writing becomes part of a child’s world, there are conventions that suddenly come
into play – – punctuation, spelling, grammar. It can be a struggle to explain things
without hand gestures or intonation. They must find a way for their voice to come
across on a piece of paper or a computer screen. The easiest part of teaching
writing to young children is by continually reading to them. Have discussions about
what you are reading together. Let them try to figure out what it is the author
does to make his or her story compelling. Pick one of your child’s favorite stories
and make a game of picking out punctuation marks, proper nouns or multi-syllable
words. Breaking down a section of a story this way helps children to make the
connection between reading and writing.

Time4Learning includes tools to make learning writing fun and engaging for

the youngest writers. In the kindergarten curriculum, students use the Writer’s
Corner software to backgrounds (settings), characters, and objects from the
stories and activities in the chapter and use them to build their own stories. They
can even print out the stories they have created!

Story Creator is the final writing activity in each chapter of Odyssey

Reading/Language Arts Levels 1–2. It is very similar to the Writer’s Corner in the
Kindergarten Curriculum in that it allows the writer to set the backgrounds,
characters, and objects in the story. Students move from picture-writing to
scribble-writing to the random letter phase to invented spelling, and finally to
conventional writing.

Reasons for teaching writing

 

In everyday life the need for longer, formal written -work seems to have lessened
over the years, and this is reflected in many classrooms -where writing activities
are perhaps less often found than those for the three other skills.

Despite this, there may still be a number of good reasons why it is useful to
include work on writing.

•Reinforcement: some students acquire languages in a purely oral/aural way, but

most of us benefit greatly from seeing the language written down. The visual
demonstration of language construction is invaluable for both our understanding of
how it all fits together and as an aid to committing the new language to memory.
Students often find it useful to write sentences using new language shortly after
they have studied it.

•Language development: we can't be sure, but it seems that the actual process of
writing (rather like the process of speaking) helps us to learn as we go along. The
mental activity we have to go through in order to construct proper written texts is
all part of the ongoing learning experience.

•Language style: some students are fantastically quick at picking up language just

by looking and listening. For the rest of us, it may take a little longer. For many
learners, the time to think things through, to produce language in a slower way, is
invaluable. Writing is appropriate for such learners. It can also be a quiet reflective
activity instead of the rush and bother of interpersonal face-to-face
communication.

 
• Writing as a skill: by far the most important reason for teaching writing, of
course, is that it is a basic language skill, just as important as speaking, listening
and treading. Students need to know how to write letters, how to put written
reports together, how to reply to advertisements - and increasingly, how to write
using electronic media They need to know some of the writing's special
conventions (punctuation, paragraph construction etc.) just as they need to know
how to pronounce spoken English appropriately. Part of our job is to give them
that skill.

• It can give the teacher a break, quieten down a noisy class, change the mood
and pace of a lesson, etc.

References:

http://www2.vobs.at/ludescher/Writing/reasons_for_teaching_writing.htm?
fbclid=IwAR3V665BTQAtxKjKtqwi2Lva-Lf6QHh4ywVLRyIx13Cu9FMt4mSzNqTo03I

https://www.k5chalkbox.com/teaching-writing-to-children.html?
fbclid=IwAR1ZVXwpQDqKJnr6hQN8CuPaGYsOggFT6KaFy9wut0HwE3sq4e8zQLGN950

https://www.time4learning.com/teaching-writing.shtml?
fbclid=IwAR2jYDtClIPO9fjO7ZFkjpKvwhFf8PR_4JsOnYd1vi4IlS_ErBqAIZdJrEo

https://dominicancaonline.com/skillful-writing/teaching-students-write/?
fbclid=IwAR1oH69E3nGGiSOJ9f0OFIJ5thBYA0-Larxwg0-j7oSMSK-FPaiICCyXJQg

http://www.readwritethink.org/professional-development/strategy-guides/guided-writing-30685.html

http://www.readwritethink.org/professional-development/strategy-guides/guided-writing-30685.html