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Interested Student

Writing

Pencil

“Start writing, no matter what. The water does not flow until the faucet is turned on.”

 

— Louis L’Amour

A Girl in a Classroom

WRITING AS A PROCESS

The first thing I establish with my students is that what they are writing is NOT the finished product.  Therefore, they do not need to worry about their spelling, punctuation, or perfect handwriting.  The important thing is to get the ideas down on the paper before they "float away."  Then we can go back and revise to improve the details of the story.  When the story is just as the author wants it (and I can see it is the best they can do with my suggestions), the FINAL step is to correct spelling, punctuation, and neatness.  If you are not familiar, these are the steps of the Writing Process (they do vary slightly from teacher to teacher, but this is a general idea):

  1. Brainstorming/Outlining

  2. Drafting

  3. Revising

  4. Editing

  5. Publishing

LEARNING DIFFERENT GENRES

I work with students from K-6, with a few exceptions. With the younger grades, they have read and heard many stories, so they have a basic idea of how a story goes.  However, I still find it helpful to use mini-lessons to teach concepts about story structure and common features.  Then they can practice each one separately and later try using it in their own story.  For example, when we talk about the middle part of a story, where the problem or conflict comes in, I usually use a fun children's picture book that has a really clear problem with several attempts to solve the problem before everything is "happily ever after."  I can ask the student to recall the problem and the solution attempts.  We can discuss what the story would be like without a problem - or if the problem was solved right away.  They can see how dragging out the problem was what made the story interesting, so they will try to put that into their own story!  And suddenly - writing more is FUN!

For the upper grades, or whenever the child is ready, it is time to introduce expository writing. If a student has never done this before, I like to start with description and opinion.  Opinion can be done in one paragraph first if the student is a "reluctant writer."  Then the idea can be expanded out to 5 paragraphs without much more effort.  Descriptive can start by describing an item in great detail using a Thesaurus to help them find "juicy words."  When we really sink into essays and reports, I still use the 5-step process, but there is a more detailed outline at the beginning, so the revising step is generally shorter.  My goal is always to customize for your child, so - along with you as the parent(s) - we will change things as needed.