Writing Development Through Literature

According to the National Council of Teachers of English (1983)Students should learn; to write clearly and honestly; to recognize that writing is a way to learn and develop personally to communicate with others; to find ways to generate ideas from others; to evaluate and revise what have written;

to adapt expression to various audiences; to master techniques; to develop their talents for creative and imaginative expression; and to recognize that precision in punctuation, capitalization, spelling and other elements.

Rich Environment is necessary for the development of the writing skills of the learner.

A key factor in the environment is a TEACHER.

 Environment (According to Murray 1973), an educational

environment that fosters creativity allows children to progress.

1. First, children need to develop an awareness of life. This means developing sensitivity in the environment through activities in which they experience visual stimulation, sounds, smells, tastes, movements, and feelings.

2. Second, the environment should encourage children to care about others.

3. Third, the environment should allow time for children to consider new awareness. Some children may need much longer time before he/ she write a piece that demonstrates feeling and originality.

4. Fourth, the environment should allow children to make their own discoveries. They need opportunities to ask questions and find answers.

5. Fifth, the environment should stimulate writers to create meaning with words. The teacher must provide many opportunities to try various types of writing in all content areas and provide guidelines for writing.

6. Sixth, the environment should allow for the development of detachment, so the authors can involve themselves in the evaluation process through reexamination and rewriting of the creations until they most effectively portray the feelings and meanings.

7. Finally, the environment should allow writers opportunities to test the effectiveness of their communication. Something wonderful happens when a child’s finished product expresses the child’s feelings effectively and meets with awe and pleasure from an audience.

Stages of Writing Development

Emergent Early Transitional Fluent Extending

write left to right, top to bottom♦ label drawings♦ understand that print carries meaning♦ use mixture of drawings, random marks, and letters to tell story♦ print own name♦ begin to write and name letters

use most beginning consonants correctly♦ “read” most of own writing♦ write in sentences♦ begin to spell Gr. K, 1 spelling words♦ write most letter sounds♦ begin to write simple stories/notes/letters♦ attempt semi-phonetic spelling

consider audience♦ revise by adding detail♦ punctuate simple sentences correctly♦ experiment with different forms of writing♦ keep sentences on topic♦ give story beginning and end♦ spell Gr. 1 spelling words♦ use phonetic spelling♦ attempt to use sequencing♦ use general or ordinary words

stay on topic in longer pieces♦ use correct sentence structure♦ spell Gr. 1, 2 words correctly♦ use more standard than phonetic spelling♦ add, delete, rearrange story with direction♦ begin to use paragraph form♦ begin to use logical sequencing♦ attempt to use descriptive words

develop main ideas supported by details♦ use paragraphing♦ use spelling aids independently♦ spell most Gr. 1-3 words correctly♦ consistently use spelling patterns to spell unfamiliar words♦ use descriptive language♦ publish final draft on own, may be typed

Basic Elements of Effective Writing

• Focus statement• Concrete main ideas• Unified

• Structure• Organized around a

pattern• Arranges ideas logically• Uses transitional• devices effectively

• Variety of sentence structure

• Relatively free of mechanical and spelling errors

• Main points with anecdotes, examples, facts

• •Mature, precise word choice

Focus Organization

ConnectionsSupport

Three Models of Writing Development in

Literature

CONCEPTION

• Which is a long or a brief time during which a specific incident provokes the decision to write

INCUBATION

• Which is the preparatory period

PRODUCTION

• Which includes the actual writing ;identify memory, influences of written and printed sources and revision as other important aspects of the writing process

Graves (1981) defined the writing process as “ a set of operations leading to the solution of a problem.

Glatthorn (1982) identifies four similar phases of the writing process

Stages of the Writing

Development

From Harvey Daniels and Steven Zemelman (1985)

Before Writing/Prewriting

DrawingSemantic MappingBrainstormingModelingListing and Categorizing

Writing

Audience and PurposeFormOrganizational PatternLinguistic StyleUsing Computers

After Writing/Revising

• Teacher-student Conferencing• Peer editing• Sharing

REPORTER: FELICIDAD R. ADAN

THANK YOU FOR LISTENING.

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