The Curriculum of Writing (for writers) Intentions - Display - Activities - Evaluation-

Writing Instruction Forms of writing - expressive, poetics, transactional, persuasive, narrative Communication Process- sender, message, voice, style, purpose, audience, imagination, diction, thought Skills -spelling, grammar, punctuation, format, handwriting, conventions, vocabulary, structure Writing Process - pre-writing, drafting, rewriting, editing, proofreading, “publication” Editing Process - reading, listening, rewriting, proofing Publishing - conventions, public readings, articles, On-line (“Kidpub”, e.g.), anthologies, lit. fairs

Developmental stages of writing Episodic Narrative Descriptive Explanatory Analytical Creative Aesthetic

Forms of Writing Expressive Poetic Transactional Persuasive Narrative Analytic

The Writing Process Pre-writing Drafting Revising/rewriting Editing Proofreading Sharing Publishing

Essential Skills: Matters of Correctness and Choice Spelling Vocabulary Grammar Capitalization Punctuation Handwriting/keyboarding Conventions (referencing, format)

A Balanced Literacy Program with Personal, Literary, and Expository Texts Writing Listening Reading Speaking Viewing Representing

(Teaching) Personal Writing Purpose to Build Knowledge of the Self Free-writing, quick-writes (to foster the following) Feelings -- Recounts Opinions Journals Reflections

(Teaching) Literary Writing To Educate the Imagination and build knowledge of Other Poetry Biography Narrative Drama Writing about Literature - response, intertextuality, author studies, characters Bridges to expository texts

(Teaching) Expository Writing [To Build Knowledge of the World] Description Reports Explanations Persuasion Argument Process and procedure (division, classification)

Teachers need to compel writing There are five writing constructs in compelling writing: Developmental tasks (how) Transactional Expressive Poetic (for purpose and audience) Process Model (when: pre-writing, drafting, revising, editing, sharing, publishing,presentation) • Writing Workshop - integrates all

Teacher role in compelling writing • motivation • assumptions that student writing is worthwhile • methods given • discipline (deadlines) • ethos (craft, community of writers) • content ( information and detail rich) • energy • relationship • attitude • goals with authentic assessment (Giacobbe, 1981)

Teachers need to enable writing There are four basics needs for good writing: Substance or content – ideas, information, thought, feeling Skills – parts of speech tools, vocabulary, spelling, punctuation, usage Structure – sentence architecture, form, organization Style – diction (choice of words, vocabulary, syntax with juxtaposition, voice, tone) Help students with what they are writing—model, guide practice, apply independently

Writing Workshops wrap all these together Writers need time Writers need their own topics Writers need readers and response Writers learn mechanics in context; Young writers need to know adults who write Writers need to read Writers need relevant mini-lessons. Writers need respect and interest Writers need practical research materials and tools: dictionary, internet, thesaurus, etc.

Teacher’s role to enable students • Collaborative Writing • Environmental Journalism • Literary (right and left) Writing • Journal Writing • Writing to Learn (cross-curriculum work in the language classroom) • Contextualized Grammar • Surface features (vocabulary, spelling, punctuation, etc.) • Sentence Combining • Apprentice Writing • Identification of Real Reasons to Write • Structured time to Write • Companion Editor

Evaluation student writing Self - checklists, descriptive reflections, publication Peer - reads aloud, reader response, checklists Rubrics and marking guides - standard or constructed Portfolios are useful for showcasing progress, organizing projects, focusing attention on students for assessing and refining their work, and selecting works in progress and product form for evaluation of a wide variety or writing tasks and genres Class anthology of student writing Contests Class literature fair reading one’s own or peer work. • Exam writing - diploma/PAT

STUDENTS LEARN TO WRITE BY WRITING Students need TIME to write. …the more writing, the better.