How Do You Effectively Teach Students to Write Using the Science of Writing?
Dana Garth, Elementary School Educator, Mentor & Speaker
Reading instruction has been a major focus for many schools and with good reason. As of 2022, the national average of fourth and eighth-grade students reading proficiently was 32% in the United States (1). The educational shift from a balanced literacy approach to that of one based on the “Science of Reading” is seen throughout districts across the country. Educators have experienced an instructional change from an implicit workshop style of teaching reading and writing to one where students are explicitly taught how to read. What about writing, though? Has writing been left behind, or has writing instruction developed a “Science of Writing,” as well? Are there methods to explicitly teach students to become skilled writers? The short answer is, yes.
Reading Leads to Writing
In order for students to learn how to write, they must first be able to read and analyze a variety of texts. Through reading published texts, as well as peer and mentor texts, students can develop a sense of what “good” writing is. This analysis can be enhanced when paired with a rubric. Students can be guided on what to look for in a well-written text and be able to compare it with a poorly written one. This is the beginning stage of developing the skill of editing their own work in the future. Also, as students enter upper elementary and beyond, they may be asked to write about multiple sources. This requires them to read and write about another author’s work. Reading is essential to writing and should truly be integrated.
Plan to Write
A well-written piece of work begins with an organization of thoughts. The planning phase, or prewriting process, provides students the opportunity to think about their writing. They are allowed to brainstorm their purpose for writing before they actually begin their first draft. For younger students, this may look like drawing pictures and using invented spelling to jot down ideas. For older students, this may look like the use of a graphic organizer. They can also be exposed to and taught more than one type of graphic organizer. They can then be given the choice of the planning method they prefer. Planning is a great time for teachers to meet with their young writers to provide them with the opportunity to verbalize their ideas. Suggestions can be offered and clarifications can be made. A discussion of their ideas can also occur in pairs or small groups. Hearing each other’s ideas can spark creativity and new ways of thinking!
Direct Teaching with Feedback
According to Louisa Moats in her book Whole Language High Jinks, she states “Teachers are likely to do best… [through the] direct teaching of a target skill within a logical sequence; that give sufficient guided practice with corrective feedback for the student; and that monitor independent practice.” (2)
When it comes to teaching writing, modeling is paramount and best when done in digestible chunks for students. For example, educators can first model and directly teach the process of writing an effective introduction. Learners can use the teacher’s model of thinking and writing to create their own introduction. With the teacher’s feedback, students are able to make the necessary changes to improve their writing. The goal is to gradually release students to be able to write independently. Practice paired with corrective feedback promotes growth. This also involves a great deal of time, so it is not expected that students become masters overnight. It takes time to build the craft of writing. Once one component has been taught and practiced with feedback, it is then time to move on to another skill.
Rubrics and Color-Coding
Students can also use the help of a rubric or checklist. These tools serve as a way for learners to guide themselves through the writing process. The expectation of the end product is made clear and students know what to strive for. It is also helpful for students to know if they are missing a vital piece in their work. There is power in self-correction. This is where color coding can become a useful strategy!
Color coding is the process of assigning a color to each component of writing. For example, transition words are represented by pink, topic sentences are identified by the color red, evidence is labeled green, etc. After students have completed a writing assignment, the editing process can include them having to “color-code” their assignment using a color system. They can then “see” what they are missing. It acts as a visual for young writers to really see if they have included everything they need. If the student has all the colors, then the content of their writing is then reviewed.
The Science of Writing
As research grows on the science of writing, teachers can continue to implement strategies to develop their students’ writing skills. Educators can explicitly teach students writing skills and help them improve through feedback. Empower students through reading and editing their own work, as well as the writing of others. Utilize rubrics and a color-coding system to help students understand all the parts of their writing. It is possible for writing instruction to be successful for both educators and students!
References
(1) https://www.nationsreportcard.gov
(2) Moats, L. C. (2007). Whole-language high jinks how to tell when “scientifically-based reading instruction” isn’t. Distributed by ERIC Clearinghouse.
Dana Garth is an elementary ELA educator, mentor to new teachers, educational podcast host for “The Teacher’s Lounge with The Beachy Educator” and edtech enthusiast. She has a passion for creating engaging and rigorous learning tools through the use of technology. She also loves teaching others about and implementing social and emotional learning lessons in and out of the classroom for better communities. You can follow her on Tik Tok: https://www.tiktok.com/@thebeachyeducator and Instagram: https://www.instagram.com/thebeachyeducator/.
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