Writing

Writing Development
When children begin to write they can tell far more elaborate stories than they can actual write. This is due to the fact that their oral language is far more advanced that their ability to transfer those words into the symbols of letters and words on paper. Children also need to develop an understanding of the differences between language which they speak and the language that they convey in writing. As there are no visual clues to help depict meaning in what is being said, written language needs to be far more detailed and precise if the correct meaning is to come across to the reader of the text. As Hill states 'Written language is organised into words, sentences and paragraphs, and the features of written language need to be made clear and explicit to children' (2006, p. 281).

Children's writing it usually developed by observing adults and other children around them. In the Beginning phase of writing there is usually a progression from drawing pictures to drawing symbols which begin to look like letters. In the Early-emergent stage of writing children begin to separate pictures and letter symbols and this is seen as a major advance in the ability of learning to write as it is becoming clear that the child can differentiate between the two processes of drawing and writing. Emergent writers display a greater sense of understanding the conventions of writing now creating more letter like shapes. The are beginning to show some of the writing concepts such as spaces between words, and the writing may appear in lines moving from left to right across the page. In Early writing there are signs of further experimentation with spelling and using letters that the child is familiar with (quite often the letters of their name) to depict unknown words, the use of upper and lower case letters becomes more consistent and much of their writing will draw on ideas they have learnt from books which they are reading and in their writing explore the different text types or genres which they have been exposed to for example narratives and information text. The next stage of Transitional writing the punctuation of the writing is well developed and the volume of writing increases as confidence is building. The final stage Extended writing is that which would be compared to 'adult' writing with strong signs of conventional writing with accurate spelling, punctuation and the use of different text types effectively and appropriately. Although it can be said that there are stages in writing, as Hill highlights most researchers agree that the stages are 'not well defined or sequential' (2006, p. 283)

There are several steps to developing a piece of writing and it is important for children to be aware of the processes such as:


 * Selecting Ideas**

The initial step of working out ideas will play a part in helping the child be able to convey the intended message or idea. By working out exactly what the message is important as the function or purpose will directly effect the style of writing and the genre which will best get the message across to the audience.


 * Organising Ideas**

This may involve brainstorming ideas and words and then arranging them in some sort of order.


 * Drafting**

This involves basically just writing the text as a draft version pay little attention to spelling and proper writing conventions by simply getting the ideas onto paper. After this is achieved proofreading and any changes can be made to the text.


 * Revision and Proofreading**

This is where any editing or changes will be made to the text by going over what has previously been write.


 * Publishing**

This is what is commonly referred to a 'good copy' which can now be presented not only to the teacher but also to other readers. While it is seen as a good copy as Hill points out '[i]nsisting on a perfect finished product each time may interfere with children's enthusiasm for writing' (2006, p. 294). Publishing a piece of work is a great way of celebrating the child's hard work and effort in creating the piece of writing.


 * Response and Evaluation**

This is the feedback that the writer gets back from the audience or readers.


 * Punctuation, Grammar and Handwriting**

It is also important in the writing process for children to become aware and learn about punctuation, grammar and handwriting so that it is clear and easy to understand by the audience who views the piece of work.


 * Teaching Children to Write **

There are several strategies for teaching children to write and Hill discusses these in Chapter 14 as shown in Figure 14.1 page 299.


 * Modelled Writing || Teacher selects teaching point/s relevant to the learning needs of the children. ||
 * ^  || Teacher holds the pen or demonstrates from a book or other text type ||
 * ^  || Teacher makes explicit the thinking process involved in a selected aspect of writing a text. ||
 * ^  || Children observe the writing process in action. ||
 * Shared Writing || The teacher responds to the writing ideas generated by the children. ||
 * ^  || The teacher holds the pen and acts as a scribe. ||
 * ^  || Sometimes children are invited to share the pen in more interactive writing. ||
 * ^  || Teacher and children share the planning and decision-making needed to construct the text. ||
 * ^  || This is a collaborative process between the teacher and children, and children and children. The teacher assumes more than an equal role in which she enables children to develop and orgainse ideas. ||
 * ^  || Teacher provides guidance and the children's discussion contributes to a growing awareness and understanding of what writing is about. ||
 * Guided Writing || Small group or individual instruction. ||
 * || This is the writing conference in action. ||
 * || It is a short teaching mini lesson. ||
 * || Children hold the pen and do the writing. ||
 * Independent Writing || The children choose the topic and write independently. ||
 * Language Experience || The teacher scribes the text for the children. ||
 * ^  || The teacher and children discuss an event or experience. ||
 * ^  || Children may engage in drawing to help focus thoughts. ||
 * ^  || Children are encouraged to attempt some of the writing – they make attempts at the easy parts. ||
 * ^  || Teacher records the harder parts for the children. ||
 * ^  || The emphasis is to put 'a press' on the children's language. ||

It would seem that reading and writing go hand in hand and that both greatly influence the other. Children will use the structures and language used in books that they read and are familiar with in their writing. Likewise as Hill states 'writing forces attention on the similarities and differences between the features of letters and words, and this does not occur in the quick visual scanning of words to read' (2006, p. 287). By becoming more familiar in writing a word, working out the letter orders and practicing saying the word this also enhances reading ability. The Department of Education, Tasmania School Education Division on their website 'English Learning Area' also state that 'Reading and writing are both acts of composing. Readers, using their background of knowledge and experience, compose meaning from the text; writers, using their background of knowledge and experience, compose meaning into text' (2005, p1) Their website also provides the following tables further showing the relationships between reading and writing.

**BEFORE READING** **DURING READING**  **AFTER READING**
 * **What Readers Do BEFORE Reading** || **What Writers Do BEFORE Writing**  ||
 * The proficient reader brings and uses knowledge: || The proficient writer brings and uses knowledge: ||
 * • about the topic (semantic knowledge) || • about the topic (semantic knowledge) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• about the language used (syntactic knowledge) || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• about the language to be used (syntactic knowledge) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• about the sound-symbol system (graphophonic knowledge) || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• about the sound-symbol system (graphophonic knowledge) ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">The proficient reader brings certain expectations to the reading cued by: || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">The proficient writer brings certain expectations based on: ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• previous reading experiences || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• previous writing experiences ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• presentation of the text || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• previous reading experiences ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• the purpose for the reading || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• the purpose of the writing ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• the audience for the reading || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• the audience for the writing ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• the audience for the reading || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• the audience for the writing ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**What Readers do DURING Reading** || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**What Writers do DURING Writing** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">The proficient reader is engaged in: || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">The proficient writer is engaged in: ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**DRAFT READING** || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**DRAFT WRITING**  ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• skimming and scanning || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• writing note and ideas ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• searching for sense || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• searching for a way in, a ‘lead’ ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• predicting outcomes || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• selecting outcomes ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• re-defining and composing meaning || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• re-reading ||
 * || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• revising and composing meaning ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**RE-READING** || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**RE-WRITING**  ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• re-reading parts as purpose is defined, clarified or changed || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• re-writing text as purpose changes or becomes defined, clearer ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• taking into account, where appropriate, an audience || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• considering readers and the intended message ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• discussing text, making notes || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• discussing and revising text ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• reading aloud to ‘hear’ message || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• re-reading to ‘hear’ the message ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**USING WRITER’S CUES** || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**PREPARING FOR READERS**  ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• using punctuation to assist meaning || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• reading to place correct punctuation ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• using spelling conventions to assist meaning || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• proofreading for conventional spelling ||
 * || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• deciding on appropriate presentation ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**What Readers Do AFTER Reading** || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">**What Writers Do AFTER Writing** ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">The proficient reader: || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">The proficient writer: ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• responds in many ways, eg. talking, doing, writing || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• gets response from readers ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• reflects upon it || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• gives to readers ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• feels success || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• feels success ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• wants to read again || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• wants to write again ||
 * <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• wants to read again || <span style="font-family: Verdana,Arial,Helvetica,sans-serif">• wants to write again ||

**Assessment of Writing**
The assessment of children's writing is extremely important as it is through assessment that as a teacher you can gage where the child is at developmental in relationship to their writing and ways of progressing them forward. Hill describes the three main elements for assessing the very beginnings of writing being Written Language, Ideas and Text Conventions and provides the following assessment sheet as a guide for evaluating Emergent and Early writing on page 290.