© Leslie Shelton, Project Read
Development assistance Holly Fulghum and Joan Sheldon-Conan
Rationale: Writing is an important part of literacy development, a skill we use in our tutoring work.
"The innate human need that underlies all writing, the need to give shape to your experience, is a gift we all possess from earliest childhood."Gabriele Rico, 1983
Writing can be the seed of much of the work you do with your students. It can lead to developing sentence and paragraph organization. It allows you to travel down a highway of thought that's as wide as a line of print and as deep as your experience will take you. Although many people are required to write at work, in school, or in family situations, some are reluctant to write for a variety of reasons. Some have difficulty organizing their thoughts, while others realize they're poor spellers and don't want to write for fear of making mistakes.
Whatever the reason, the best way to combat "writer reluctance" is to teach writing as a process rather than a product. Writing does not magically travel from the mind, down the arm, into the pen and onto the paper, but instead requires time to generate ideas, explore these ideas and tease them out so they can stand on their own. It takes time and organization. When writing is taught as a process, it's more productive, and fun, and it generates well-developed writing.
The kernel of writing should be based on the writer's experience. It's easier to write about what we already know--what the writer has seen, touched, thinks, believes.
"Process writing," usually divided into prewriting, writing, and rewriting, can provide a way to work with the experiences and words of our learners.
Prewriting: This includes any activities that generate ideas for writing. It could be brainstorming ideas or listing pros and cons for a letter to an editor. It could be ideas and emotions generated from a picture or a poem. It could be circling all the "power words" for a particular job in the want ads as preparation for writing a cover letter. Whatever the activity, plan on generating as many words and ideas as possible. When you're brainstorming, don't be too critical; instead let your creativity flow. Don't worry about organizing or listing ideas that don't seem to fit. It's possible a connection will be made when it is time to organize. Remember, the more ideas and thoughts you come up with, the better.
Next, organize. Try to come up with a plan of action. Who are you writing to? What are some main ideas? Which ideas are more important than others?
Writing: Now start writing, using as many of the ideas and words generated in the prewriting activity as possible. (Tutor note: Writing along with your student lets you experience what writing is like and provides a good model for your learner. It shows you believe writing is important. It also gives you something to share with your student.)
Rewriting: Although many people think writing is complete once it has been set on paper, that's rarely the case. We think rewriting is best accomplished in a conversation. It's best to start by saying what you like about the writing. If possible, start with a general comment, e.g., "I really like the topic you've written about," and work toward a specific one, e.g., "I think you did an excellent job of giving examples of what you mean here." Many people in the adult education field believe you should say three positive things before offering a criticism. Try it! Next, ask questions you have about the writing. For example, "Did you mean this here?" Try to ask questions that will help clarify any parts of the writing that are unclear or do not supply enough detail. Finally, make suggestions. You might start by saying "I wonder what would happen if you start this differently." Encourage your learner to make the necessary changes, rather than changing it for him or her. Explain your rationale. Give the writer time to ask questions.
After going through the rewriting process, it's a good idea to ask your learner to read the whole piece out loud to see if you can hear any problems. Now you're ready to come up with a final copy--so, back to the writing pad. Remember to share your writing with your learner. Explain why you wrote the way you did. Ask your learner to go through the same rewriting steps you used.
INVOLVING ALL INTELLIGENCES IN WRITING 2.21
Rationale: The more intelligences that are engaged while teaching a lesson, the more effective the learning. Try to involve at least three of the intelligences in a lesson for the day.
LANGUAGE
Look up the origin of words or make up your own meanings to words.
Ask your student to write questions about what he or she has read.
Look through a catalog of free items and write away for those that appeal to you.
SPATIAL
Write a story or a poem on a blackboard or a large piece of paper.
Make an Alphabet Book for young children. Write each letter of the alphabet in a big colorful and write a sentence using as many words that begin with that letter as possible.
Create an Expand-A-Story (see Activities Dictionary).
LOGIC/MATH
Cut up cartoons, scramble them, then put them in a logical order and write a story.
Write up instructions to simple tasks.
BODY MOVEMENT
Write a poem with a tool other than a pen or pencil.
Go to the beach. Write in the sand.
Have a treasure hunt. Leave written clues to a treasure. Ask your student to write up clues for you.
MUSICAL
Use a popular tune and add your own words.
Write a poem or a jazz chant (see Activities Dictionary).
Read a story you've written, with classical music in the background.
SOCIAL
Send postcards or notes to your student.
Interview members of your family and write up your family history.
Write down questions and put them in a hat. Make a game of answering them.
SELF
Write in a journal.
Respond to reading by writing.
Rewrite the theme of a story in a poem.
Write out the instructions for how to complete a task.
NATURE
WRITING FOR MAINLY VISUAL LEARNERS 2.22
Writing Newspaper Stories to go with Headlines
CHARACTERISTICS
Enjoys the use of shapes, colors, and patterns.
Uses symbols to represent ideas or concepts.
Prewriting:
1. Bring in several headlines from your local newspaper. Cut out each word. Give the words to your student and ask him or her to reassemble them.2. After explaining the question format used in the lead paragraphs of the newspaper stories (who, what, where, when, why, and how), help your student create a paragraph based on the headline. Ask him or her to visualize the details to be included in the story. Before actually writing it, talk about the paragraph, then outline it.
Writing:
1. Write the story. Make sure to include a lead paragraph.2. Rewrite the headline. See if you can come up with more than one.
Rewriting
1. Ask your learner to read the story out loud. See if he or she can detect any mistakes.2. Tell him or her what you like about the story. Be specific. Go over anything you find confusing. After giving positive feedback, make any suggestions for change.
Expanded Writing
1. Ask your learner to create a symbol or drawing for each event that took place. Put each picture on an index card and see if they can be put in a logical sequence.2. Ask the student to put the sentences on index cards and then match the sentences to the pictures or symbols.
3. Scramble the pictures and the sentences. Give them to another person. Ask that person to put them into a logical order and explain why he or she chose that particular order.
WRITING FOR MAINLY AUDITORY LEARNERS 2.23
Poetry (Note: Poetry is only one of many ways to approach writing for auditory learners.)
CHARACTERISTICS
Likes to listen to lectures and tapes, the radio and stories.
Enjoys reading out loud.
Prewriting
1. Bring in some poetry you're particularly fond of and read it to your student. Read it in such a way that your student can hear the rhythm of the poem.2. Ask your student to read it with you (Choral Reading).
3. Talk about the poem. Explore what you like about it, what it means to you, how the words fit together, what confuses you about it, what you don't understand. Decide what the poem is generally about. What topic(s) does it unveil?
4. Brainstorm ideas with your student about the topics in the poem. Write down words that have something to do with the topics.
Writing
1. Using the structure of the original poem, ask your learner to write a new poem using the words you wrote down while you were brainstorming.2. While your learner is writing, write a poem yourself, using the same structure.
Rewriting
1. Take turns reading both poems out loud. Ask your student to try to catch any mistakes in either of the poems.2. Tell your student what you like about his/her poem, what you were wondering about and what suggestions you had. Encourage your student to give you feedback about your poem.
3. Read the poems, emphasizing the rhythm and intonation.
4. Record the poems on an audio tape and play them for another person.
WRITING FOR MAINLY KINESTHETIC LEARNERS 2.24
Writing Directions
CHARACTERISTICS
Likes to move objects around to remember them and learn them.
Likes to move around while learning.
Prewriting
1. Think of a task you do every morning.2. Talk about the task. Break it down into specific steps.
3. Ask your learner to show you how each step is done.
4. Have your learner tell you the steps, and you act them out.
5. Brainstorm one-word actions that make up the step and write them on an index card.
6. Think of a symbol represent that word. Draw the picture or symbol on an index card. Combine the words and pictures and play a game as you would Concentration.
Writing
1. Ask your learner to write down each step involved in the task, using the words from your "brainstorm list."2. Write a sentence on index cards for each step.
Rewriting
1. Ask your learner to read each card to you. Encourage your learner to make corrections while he or she is reading.2. If any of the cards are confusing, ask questions.
3. On a separate piece of paper, ask your learner to list all steps.
Expanded Practice
1. Ask another person to read the list and perform the task.2. Ask for feedback. Was it clear? Were any steps missing? Was he or she able to complete the task?
