Composition Cautions Overcoming Problems Faced in Writing Susan Roberts Reading Specialist Jefferson County Schools.

Composition Cautions

Overcoming Problems Faced in Writing

Susan Roberts Reading Specialist

Jefferson County Schools

Reference

Writing the Four Blocks Way

Drs. Pat and James Cunningham, Dr. Dorothy Hall, and Sharon Moore

Caution 1: Students Lack Motivation

Caution 1: Students Lack Motivation

Attempt to avoid writing

Students with a motivation problem:

Don’t know what to write about

Given a topic, don’t know anything to say about itCan’t write because they can’t spell the words

Write a little, claim they’re finished

Caution 1: Students Lack Motivation

Lack of self-efficacy in writing

Lack of intrinsic motivation to write

Lack of independence in writing

Three aspects to the motivation problem:

Caution 1: Students Lack Motivation

What can I do about it?Encourage self-selected writing frequently

Allow single-draft writing

Allow phonetic spelling

Share first drafts in a positive atmosphere

Students need the four square graphic organizer for self-selected writing because they need:

The sequential steps that they complete with a piece of writing

To repeat the steps with the next piece of writing… and the next

To repeatedly engage in first draft writing with phonetic spelling

To share their writing in a positive environment

To receive feedback from peers and teachers

Caution 2: Telling rather than showing

Caution 1: Students Lack Motivation

Avoid giving students knowledge about writing when what they need is….

Knowledge – how to write….SHOW…..DON’T TELL!

This is where the mini-lesson comes in….A mini-lesson is: Focused on a particular skill or

process Modeled writing by the teacher

by the teacher at the overhead while students watch

Followed by student independent writing

Caution 3: Students who think that “writing is not speaking:”

Caution 3: “Writing is Not Speaking:”

These students have the problem of writing their speech down when it requires additional skills that speaking does not.

Handwriting

Spelling

Capitalization

Five aspects of the “writing is not speaking” problem:

Punctuation

Formatting

Handwriting and spelling

comprise basic writing fluency.

Capitalization, punctuation, and

formatting are the rule-governed

mechanics of writing.

Speaking requires none of these,

but writing requires all five.

HandwritingSpelling CapitalizationPunctuationFormatting

Caution 3: “Writing is Not Speaking:”

What can I do about it?Teach students the basic rules that govern the mechanics of writing.

Teach writing mini-lessons on topics such as:•Capitalization •Punctuation•Format•Grammar•Steps in the writing process

Caution 3: “Writing is Not Speaking:”

What can I do about it?

Teach editing:Teach students to proofread and correct their own first drafts for correct spelling and correct application of the rules.Use mini-lessons to teach editing and revising.Use an editor’s checklist as a list of rules for editing, revising, and publishing

Caution 4: Students who lack the ability to “juggle” all of the components of writing at the same time

This lack-of-automaticity problem is a very natural one.

What can I do about it?

Teach writing skills often through mini-lessons.

Have students write often to gradually increase in their automaticity with the parts of writing.

What can I do about it?

Allow students to self-edit their own first drafts as soon as they are able.

With frequent practice, empower students gradually to improve in length, sophistication, and mechanical correctness.

Caution 5: Expecting final or published drafts to be totally free of mechanical errors

Allows you to check their editing and help them fix a few things (conferencing)

Puts the responsibility for editing on the student rather than on the teacher

Students should edit their own papers.

Allows for much more learning of writing rules by students

Caution 6: Starting revision too early in the year

Do not ask students to revise until most of them have:

developed some self-confidence with writing

developed intrinsic motivation and independence in first-draft writing

developed independence in editing

Caution 7: Allowing students to recopy pieces before they are revised, edited, and approved.

Do not try to achieve perfectly neat handwriting or correct spelling on a draft.Eliminate all recopying during process writing.

Only recopy or type once during the complete writing process.

Caution 7: Allowing students to recopy pieces before they are revised, edited, and approved.

Make small revisions in the space above each line. (skip lines)Make larger revisions by cutting and pasting (literally or on word processor).

Copy first drafts after they have been revised and edited.

Caution 8: Having students revise every first draft seriously erodes the students’ willingness and enthusiasm to revise.

Students should write at least three first drafts for every one they revise.

Students end up more willing to revise.

That revision does not dampen their interest in writing first drafts

Students work harder on a first draft if they get to choose which of three or more to take through the writing process.

Heed these composition cautions…

to overcome problems faced in writing.