The problems with writing

1
The problems with writing

• Many children (perhaps especially boys) see
  writing as a chore
• Therefore, it is entered into without enthusiasm
  and engaged in without commitment
• And the finished piece is often presented
  poorly, full of errors (which it is assumed the
  teacher will correct) and is often too short

2
Other influences on writing

• Txting nt onil r we dn away with vowlz n usin
  numbrs wich is gr8 thrs no puntuatn N (I am
  shouting now!) TH BLDY FONEL FNHS WRDS FR U ?
• Email and internet chat gives us similar problems
  where there is no need nor even desire to go back
  and correct spelling

3
It gets worse

• Advertising
• Toys R Us
• Spudulike
• Posters with no capital letters
• Spell checkers that change most Ss to Zs

4
The solution

• Develop and maintain a Writing Culture
• Teach the process of writing share expectations
  and success criteria
• Plan and implement a coherent and comprehensive
  cross curricular approach to the teaching of
  writing

5
Douglas Ostler

• Teachers and headteachers need to
• recognise the value of writing in all areas of
  the curriculum and take action to ensure that it
  is taught in all aspects of the schools work
• Quotation taken from Improving writing 5-14
  Report on National Seminars SEED Publications
  March 2001

6
What research suggests about how children learn

• They need variety to relate to preferred styles
  of learning
• They need higher order activities
  (reasoning/prediction etc) to promote brain
  development
• They need interaction to allow them to make
  patterns and to derive meaning

7
Research has shown that

• 35 of people are mainly visual learners
  pictures are important to them
• 40 are physical hands on experience is
  important to them
• While only
• 25 of people are auditory learners talks and
  lectures (whole class lessons) are important to
  them

8
Retention of learning

• Through
• Lecture..5
• Reading10
• Audio visual. 20
• Demonstration.30
• Discussion groups...50
• Practice by doing..75
• Teaching others90

9
Greater use of conferencing group work

• Clear learning objectives
• Clear rules for individuals in the group
• Clear time targets pace of learning

10
Benefits

• The pupils help and learn from each other
• Reduces teacher dependency
• Frees teacher for quality interventions
• Increases pupil self-esteem

11
4 stage approach

• Stage 1 Preparing to write a report
• Think model talk plan
• Stage 2 The writing process
• Think write/read check/improve

12

• Stage 3 Conferencing and improving
• Read /discuss with peers improve
• Stage 4 Proof reading and presentation
• Edit present finished work to audience

13
Benefits

• This methodology is part of a strategy which
  supports our move towards curricular change and
  the introduction of Standard Grade in S2
• It will allow us to deliver a two year higher
  course, where pupils can study texts in depth and
  develop skills to greater degree than is possible
  at present
• It will have benefits in producing better writers
  who can think and work more independently, and
  who can use their skills to the benefit of the
  whole curriculum

14
Dalziel High School, Motherwell

• the methodology of the North Lanarkshire writing
  pack, which is aimed at 5-14, is very valuable
  right up to higher
• I am cautiously optimistic that (next week) our
  third years will do just as well as our fourth
• Brian Miller, Headteacher, Dalziel High school,
  TES May 6 2005