Ch 1. Teaching Children to Write

We can expect more dramatic effects when making students understand the whole process clearly, encouraging them to developing a rubric to score their own writings, and offering compliments on what they accomplished. These aspects show the important point for us, which is that teachers and students all can only grow and learn GRADUALLY. According to Sylvia Read in the magazine 'Reading Teacher', "the writing process was modeled, keeping true to its recursive nature. Prewriting led to drafting, and drafting led to revising, but I returned to our prewriting or to drafting when the need arouse." There’s no need to fit one into the process strictly, instead we can interact with one another, associated writing with various topics.

 According to Ja Eun Kim, The teacher can demonstrate how expert writers write in front of the students, or create a text with the students together. I strongly agree with this statement and want to add my opinion. Beyond showing how expert writers actually write, making students feel them as a real writer is also important. This can happen through writing conference, sharing or publishing their writing. Such a feeling gives students' confidence a boost, promoting them to make more efforts at their writing. And understanding the emotion as a writer help them consider how express their thoughts effectively. This possibly make them professional competent writers in the future!

 Tompkins, G. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
Sylvia, R. (2010). A Model for Scaffolding Writing Instruction: IMSCI. Reading teacher, 1, 47-52.