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Key Points for Teaching Writing
Keep the focus on the objective
- This means moving swiftly through some parts of the composition, but spending the bulk of time on the key objectives.
- Avoid being side-tracked – do not muddle pupils by throwing everything in; keep the focus clear.
- Continually refer to the objectives that have been taught previously, to keep them ‘alive’.
Rehearse sentences aloud before writing
- Model continually how to think up a sentence, and orally revise it before writing.
- Demonstrate how you listen to the impact of a sentence. This helps to avoid too many errors and allows for revising before, rather than after, writing.
- Avoid modelling an approach to writing that encourages pupils to write any old thing down – and then try and rescue it afterwards.
- Emphasise the need to apply spelling strategies and to punctuate, as automatic habits that do not interfere with the composition.
- Model how to refer to the initial plan.
- Where you are demonstrating something difficult, you will probably need a ‘crib’ to ensure you cover all of your intended teaching points.
Constantly re-read
- Encourage constant rereading as it helps you to check that sentences build on each other, and spot errors or places to improve.
- Counter the belief that writing is about the hundred-yard dash, regardless of where you began.
Model writing one step at a time
- Purposely focus attention upon modelling aspects of writing that most pupils find difficult, or that have not yet become an automatic habit.
- Model the features of writing that pupils have not yet accomplished to help them move from one level to another.
Prompt, sift, analyse and evaluate contributions
- Every pupil should be challenged to apply and try; provide brief pauses for pupils to discuss in pairs, or jot ideas down; this helps all pupils to participate.
- Challenge, and do not necessarily accept first ideas. Avoid voting on which is best; ask for explanations.
- Demonstrate how the idea might well be reasonable – but show how it could be improved. The first thought is not necessarily the best thought.
- Establish the habit of ‘ writing as a reader’ – write suggestions down and then think about which idea is the most effective and what the impact would be on the reader. Just saying ‘ I like that idea best’ is not helpful.
- Avoid over-relying on the same few eager pupils with their hands up. Use them for good examples, but also ask pupils who might not understand so that misconceptions can be addressed.
Page Last Updated: 22 October 2003
