Section 4.3.2: Writing

 

It goes without saying that "writers need to write" and as such, you will need to encourage your learners to become active in this regard. You can encourage writing by:

 

·       modeling writing with your learners

 

·       designing activities that are meaningful to students 

 

·       ensuring that you have created a comfortable environment where learners can take risks

 

·       teaching learners the writing process

 

The last point is an especially important one. Unfortunately, many literacy learners have the mistaken idea that they must produce a polished piece of work on the first try. They do not realize that writing is a process and involves the following steps:

 

·       Prewriting - refers to coming up with ideas and information for writing. Some sources include: magazines, newspapers, radio, TV, films, personal experiences, dreams, imagination, discussion, brainstorming, sentence starters.

 

·       Writing - the learner lets his/her ideas flow and writes a rough draft. S/he doesn't worry about grammar, punctuation or spelling at this stage.

 

·       Revising - the learner works on ways to improve the piece of writing (e.g., What else does the reader need to know?)

 

·       Rearranging - the learner re-reads the draft to ensure that the information is in the most logical and most effective order (e.g., Removing - What extra details or unnecessary bits of information are in this piece of writing?  Replacing - What words or details could be replaced by clearer or stronger expressions).

 

·       Editing - the learner fine-tunes his/her piece of writing (i.e., spelling, capitalization, punctuation, grammar, sentence structure, subject/verb agreement, consistent verb tense, word usage).

 

·       Publishing - this will be the final or "good" copy, and can either be handwritten/printed or done using a word-processing program.

 

Encouraging students to use the above steps will go a very long way toward helping them to see that writing is a somewhat 'messy' affair for everyone. Once they understand and accept this, writing tends to flow more easily and students become willing to take risks. Additional information on the process or steps of writing can be found at this site, and there is an online tutorial on the writing process here.

 

The table below describes learners in terms of their writing ability at each of the three stages used in Manitoba. For each stage appropriate techniques, strategies, objectives, and materials for each stage are identified. Please note that the information listed is not exhaustive and you are encouraged to locate and use other resources in your tutoring. Additional information can be found in your Journeyworkers course resource. 

 

	Stage One	Stage Two	Stage Three
Ability	- Can write a limited number of words and form basic sentences   - Prints (versus) uses cursive handwriting   - Knows little if anything about punctuation or grammar.	- Can write one or two paragraphs   - Occasionally uses cursive handwriting   - Uses basic punctuation well, and has some awareness of basic grammar rules	- Can write at least a full page   - Uses cursive writing consistently   - Has a good grasp of basic punctuation and grammar   -Can take organized notes, write both personal and business letters, draw a simple chart or table, complete simple application forms, and write out cheques
Objectives	- Begin to understand that writing is a process   - Compose about one half page of writing which has a simple theme and a clear sequence of events   - Begin to categorize and organize simple ideas    - Begin to take a few risks (e.g., use invented spellings)	- Accept that writing is a process and begin to use the steps   - Organize ideas into a few paragraphs   - Focus on ideas rather than mechanics of writing (i.e., spelling, grammar, etc)   - Gain confidence in writing ability   - Take more risks (e.g., generating a few ideas and expanding these into paragraphs, producing drafts)   - Develop a sense of pride in finished work	- Consistently use the basic steps to writing   - Move on to more mature or complex writing topics   - Develop independent strategies for improving spelling, grammar and punctuation   - Begin to use techniques such as brainstorming and discussion to generate ideas   - Write ideas clearly, stay on topic and add more supportive details   - Revise work with some assistance   - Write simple reports, articles, essays, poetry and stories with assistance
Techniques	Copying - gives students practice in forming letters and exposes them to the mechanics and forms of writing.   List making - This is a practical, real-life writing activity Examples include shopping lists,  "To Do" lists, goal lists, and lists of words that the student would like to practice.   Fill in the Blanks - students fill in spaces with information in various types of activities such as sentence completion activities, cloze exercises, filling out forms, etc. This simplifies the task of writing for many beginning writers.  (Also known as the Cloze activity)   Invented Spelling – students are encouraged to guess at the spelling of words. The purpose of this is to encourage learners to attempt basic writing activities (i.e., not having to spell correctly reduces anxiety about writing).   Word Bank – As new learners read or write and come across unfamiliar words, they record them (correct spelling and meaning) for future reference.	Writing from Pictures While looking at a picture, begin a discussion about what might be happening in the picture. From there a whole scenario can be developed and written in the form of a story, poem, news report, etc.   Free writing - students are asked to write something without concerning themselves about spelling, grammar, or punctuation. Often when students are free of the mechanical constraints of writing, creativity flows more easily, enjoyment and motivation to write increase.   Dialogue journals - This activity involves a written conversation in which a tutor and learner talk back and forth regularly in writing. Generally, learners write about whatever they wish and the tutor then responds, although notes could be structured in some manner.   Letter writing/ memos - Whether for work or personal use, letters and memos are an excellent way to practice writing. Tutors can assist learners in researching the correct format and organizing information in a logical manner.   Story starters - In this activity, students are given the first part of a story and are then asked to write an ending.	Brainstorming - A topic is chosen and students create a list of everything they know or wants to know about it.  The main point of brainstorming is to let the mind keep moving without judgment. After an exhaustive list is completed, the contents can be organized, expanded, or shortened.   Discussion - Talking about a topic is an excellent way to kick starts the mind when it is feeling sluggish or paralyzed. It may be helpful for you to jot notes as your learner speaks. Later the student can use these notes to recall what was said.   Mapping - This strategy involves creating a visual representation of a subject or a set of ideas. It is a good way to organize thoughts and discover how ideas and facts are interconnected. It is especially helpful for visual learners.

(Adapted from the Philadelphia YMCA Tutor Tips web site on the World Wide Web at http://www.ymcaphilly.org/tutor/index_files/page0004.htm)

 

If resources are available, your program might want to publish an annual collection of learners' writers. Or, you might submit work to Learners in Action," a newsletter published by the Movement for Canadian Literacy. This organization publishes writing submissions from adult learners across Canada. While a published piece can be a great source of pride and accomplishment for many learners, do remember that some learners may not want to be pressured into any activities that are somewhat public in nature.

 

Resources:

 

·       ABC's of the Writing Process - A.E. Lipkewich, Westmount School

·       Ideas for Teaching Writing – Kim’s Korner for Teacher Talk

·       Grammar Worksheets – RHL School English Basics

·       Writing Lesson Plans (K-12) – Ask ERIC

·       Teaching Reading and Writing to Non-Literate Adults – Texas A & I University Adult Education Centre

·       Using Historical Photographs to Stimulate Writing - ABE Writing Network, NFLD and Labrador

·       Purdue University's Online Writing Lab

·       In My Own Words: Adult Learners Writing for Adult Learners – Western Pacific Literacy Network “Literally Literacy”

·       The Writing Process: The Most Important Thing To Know – Meek’s English Page

·       The Writing Den

·       Clear Writing: Ten Principles of Clear Statement – University of Missouri

·       Index to Grammar Materials – University of Victoria English Language Centre

·       ProTeacher Writing Lesson Plans (K-12)

·       Writing Instruction – “Focus on Basics” Online Journal

·       All About Words – CanTeach.ca

·       Journal Writing as a Tool to Enhance Adult literacy Processes – “Exploring Adult Literacy” Online Journal

·       Using Dialogue Journals to Encourage Reading and Writing in Family Literacy Programs - L. Elish-Piper, Northern Illinois University

·       Guide to Grammar and Writing - Capital Community College

·       Student Stories -  Outreach Technical Assistance Network

 

On to Section 4.3.3

 

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(Page updated November 13, 2002 )