The Writing Process
Speaking and reading are quite natural processes for children to develop because around the home it is easy to spark up a conversation or pick up a book, magazine or brochure, slump into a chair and start reading. However, writing, unless one is a budding young author requires a specific reason or purpose, and this is the number one hurdle. So as parents and teachers we must catch that ‘specific purpose’ and encourage it.
A specific purpose for writing may be an email, letter or note to a friend, diary entries, a set of instructions to get somewhere or make something or even a debate or speech based on passion or beliefs.
Narrative or composition writing requires a lot more motivation to get our children to pick up the pencil. Reading stories or novels by competent authors is the first step as it provides a platform or examples for structure, describing characters and settings and enhances vocabulary development.
For much younger children rewriting their favourite page of a picture book and illustrating it themselves is a start. For older children sharing a personal recount from experiences, narratives that involve hot topics of interest or even current events, a series of pictures and natural disasters can be great motivators.
However, before the writing process begins students must be very clear of the expected outcomes, whether or not they are involved (first or third person) and who the intended audience is. Spending time planning writing is essential. Consider; when, who, what, where and why. Think about a build up to a problem or climax and a resolution or conclusion. This can be done on a spare piece of paper and should only take a few minutes.
Try to begin a composition with something that makes the reader want to read on for more information (avoid starting with the weather unless it is relative). Get writing and keep the ideas flowing without getting stuck on spelling or grammar (content is most important). A good writer will re-read their work multiple times throughout the writing process checking sequencing of ideas, paragraphing, flow and grammar or spelling on the run. Remember, a strong conclusion that is believable and relevant to the whole piece of writing is important and less that is relevant is better than more which moves off point.
Once your budding young author has finished their first draft, run through it making corrections or changes as needed (add, change, delete) ensuring descriptive language devices like similes, personification, metaphors, purposeful dialogue and onomatopoeia are included if they know how to use them.
Finally, publishing or rewriting a first draft taking into account, corrections, changes and constructive feedback will produce an improved final piece.
These are just a few tips that come from 25 years of teaching writing and they are not final or inclusive of all strategies young writers can use or need to develop.
By Keith Marshall, English Enrichment Teacher
ABOUT THE AUTHOR
With over 20 years of teaching experience, Keith has taught students of all ages in mainstream schools, leading teaching teams and working in education management as a principal and adviser.