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Writing is an important part of our students’ K-12 educational experience. Along with many other qualities evidencing a well-rounded education, we want our graduates to possess the skills and abilities to write well and for a variety of reasons. This process begins in kindergarten and continues throughout the students’ educational progression.
This handbook is designed to provide parents and others who may help our students with the acquisition of writing skills, the type of background information to assist them in the process and to partner effectively in their education.
Types of Writing
Students write daily and for a variety of audiences and purposes. Some writing is intended to be more formal than others. However, it is important for all students to be given rich examples, instruction and opportunities to write and understand the following forms:
- Narrative Writing (Personal Narrative): This type of writing recounts a personal experience or story and always includes characters, setting and plot. Examples of narrative writing include a novel, a short story, or a journal entry.
- Descriptive Writing: This type of writing is intended to create a vivid image in the reader’s mind and uses exact language and details to paint “word pictures”. Examples of descriptive writing include travel brochures, posters, pamphlets, and menus.
- Expository Writing: This type of writing explains, clarifies or defines topics for the reader. Examples of expository writing include essays, reports, memos, legal briefs or research papers.
- Persuasive Writing: This type of writing informs, but at the same time, attempts to convince the reader to take a particular stand: the one being advocated. Examples of persuasive writing include editorials, movie reviews, persuasive essays or book critiques.
- Imaginative (fictional) Writing: This type of writing tells a story created in the imagination. The characters and setting may bear a resemblance to reality but are fictitious in their creation. Examples of imaginative writing include novels, short stories, or various creative writing assignments.
Writing Instruction
Formal writing instruction begins in kindergarten with the development of print concepts and letter formation. As students progress, so too, does the sophistication of the writing instruction to include the development of such concepts as rhetorical devices, appropriate documentation and the correct syntactical use of language. The acquisition of language, and its attendant writing skills, is a developmental process, occurring in distinct stages. For example, correct spelling is not developmentally appropriate as students begin to form words and sentences, but conventional spelling becomes an expectation as student’s progress through the elementary grades. Similarly, grammar instruction, while introduced during the elementary years, does not become a point of emphasis until early adolescence as students vary their sentence length and organization. As parents, work with your student’s teacher to discuss the appropriateness of his/her writing development. Focusing on elements that a student is not developmentally ready to master can stifle effective writing growth.
The Writing Process
Although some writing is created “on demand” in a ‘one and done’ type scenario, most effective writing is more step-by-step where it is generated, revised, edited and eventually, published/shared. As such, writing is a process and progresses through several stages. However, the stages are not always sequential and may recur. Too, it is not always necessary for every piece of writing to go through all of the stages.
Generally, the stages of writing include:
Pre-Writing, Drafting, Revising, Editing, Publishing
- Pre-Writing: In the pre-writing stage, students brainstorm ideas and consider topics to write about. During this stage, students may conduct research, read articles or other materials, talk to authorities, and create drawings or graphic organizers of various sorts to generate new information.
- Drafting: During this stage, students get their ideas down for the first time, focusing on the content, not the mechanics or specific details. First drafts are often messy and full of errors.
- Revising: Once an original draft has been created, students begin to rethink, revise and rewrite key sections. At this point, ideas are both added and subtracted from the initial piece. Words or phrases may be substituted and ideas organized differently. During this stage, it is helpful to read the writing aloud and/or have other people read the writing and offer their thoughts/suggestions.
- Editing: During this stage, students focus on the mechanical correctness of the paper looking for errors in capitalization, punctuation, grammar, spelling and usage.
- Publishing: As students publish or present their writing, they are concentrating on the completion of a final draft: the appropriate format, the appearance of the writing, its legibility and feedback from the targeted audience.
The 6 + 1 Traits
Since the late 1980’s, a system of writing instruction has emerged that allows educators to help students make their writing more powerful and effective. The Northwest Regional Educational Laboratory (NWREL) in Portland, Oregon calls this system the 6+1 Trait Writing Model developed. Many school districts across the country, including Delavan Darien, are using this model to instruct students and assess important components in skillful writing. According to the model, the traits of good writing include:
- Ideas and Content – This refers to the heart of the message, the main theme together with all the details that enrich and develop the writing.
- Organization – Organization refers to the internal structure of a piece of writing. Events proceed logically, connections are strong and the writing begins and ends in a way that is clear to the reader.
- Sentence Fluency – This refers to the rhythm and flow of the language, the sound of word patterns and their cadence. Fluent writing has power and movement and is free of awkward phrasing that slows the reader’s progress.
- Conventions (Mechanics) – Conventions or mechanics refer to the “correctness” of the piece of writing: spelling, grammar, usage, paragraphing, capitalization and punctuation. Writing that follows conventions has been proofread and edited with attention to detail.
- Word Choice – This refers to the use of vocabulary and specific words to communicate precisely, colorfully, and clearly, the message the writer is trying to convey. Word choice implies the appropriate use of words to set the tone of the writing and to enlighten the reader.
- Voice – The voice is the writer coming through the words, the “emotion” behind the pen. It is the “heart and soul” of the writing imparting a personal tone and flavor to the piece of writing that is the signature of the author him/herself.
- Presentation (+1) – Presentation combines both the visual and verbal elements of the process. It is the way writers portray their message on paper. The final work should be easy to read, easy to understand, and pleasing to the eye.
While students at each grade level 1-8 and into high school utilize the 6 Traits +1 in their writing, its use may look different at various grade levels and classrooms. For example, some teachers may introduce and practice a single trait at a time, while others may combine and assess multiple traits within a single piece of writing. It is important for you to understand how each piece of your child’s writing was assessed. Remember, the development of good writing is a process that requires time and practice in order to be fluent in all of the traits.
Writing Expectations
Students in Delavan Darien School District are expected to write daily and for a variety of reasons. During each school year, students are expected to complete a minimum of four pieces of writing that are collected and placed into their writing folders. (Writing samples from the folders are provided to parents during the students’ fifth grade year and again at the conclusion of their sophomore year). All pieces of the writing are assessed in a manner that is consistent across the grade level. Students at all grade levels write many more pieces than are collected and placed into their writing folders. As with math, reading, or other academic areas, not all students will show the same level of writing proficiency. However, it is the expectation of the district that all students will show growth and maturation in their writing skills throughout their K-12 progression.
Tips for Parents (to encourage writing)
- Coach, but don’t write for your student. Question, listen, and talk about the writing together. Students need to do their own drafting, revising, and editing with the parent serving as the “coach on the sidelines”.
- Always look first for what is done well in the writing and comment upon that aspect first. Then, choose one area for additional growth or focus. Students become overwhelmed and easily frustrated when too many areas for improvement are identified.
- Focus on the ideas and content of the writing first. Save the editing and mechanical correctness until the ideas are clearly and completely stated.
- Encourage students to read their writing aloud. Reading writing aloud often helps students identify areas that are unclear or that do not flow well.
- Discuss examples of good writing with your student. This might include articles from the newspaper, a paragraph from a book, a magazine article, a piece of poetry or a catalog description.
- Subscribe to the newspaper and comment upon articles you read.
- Encourage your student to read, read, read! Better readers always make better writers!
Suggested Writing Activities/Games
- Provide a print rich environment in your home as well as a variety of writing materials (pens, markers, highlighters, types of paper, etc.)
- Create a photo album or scrapbook opportunity and encourage your student to write the captions using strong word choice and/or descriptive language
- Encourage the writing of personal greeting cards, invitations, thank you notes, letters and e-mails
- Play various word games using alliteration, similes, synonyms, etc.
- Play Scrabble, Boggle, or other commercially sold word games
- Encourage the completion of crossword puzzles, word searches or other activities that focus on building vocabulary and word usage
- Encourage the keeping of a diary, journal or other daily reflection log. This type of writing fosters the development of voice and word choice for the precise expression of thoughts and feelings.
- Access a variety of websites designed to build vocabulary, encourage the use of language, and promote the love of words. An example of one such site can be found at www.freerice.com
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