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

2. 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

3. Developmental stages of writing
Episodic
Narrative
Descriptive
Explanatory
Analytical
Creative
Aesthetic

4. Forms of Writing Expressive Poetic Transactional Persuasive Narrative
Analytic

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

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

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

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

9. (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

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

11. 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

12. 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)

13. 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

14. 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.

15. 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

16. 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

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