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How To Help Students With Writing Skills

    Use examples of students good writing to talk to students about what makes those pieces effective. By showing students what good writing might look like, you may be helping them to recognize patterns and techniques that they can apply to their own assignments. Show students how to chart the usage of writing elements and track their progress, so that they become more independent and effective writers. You will be effective in giving students many opportunities to master writing–including learning from peers and practicing their skills.

    For students to improve English writing skills, they must practice as much as possible, learn to type so that they can type on the computer rapidly, and be exposed to strategies that help them build skills. We all have students that need to improve their writing skills, whether that is improving ideas, grammar, or going back to learning to write paragraphs. Help is in order, so Marco Learning is providing tips for teaching elementary school students how to write essays, along with a few tips and tricks to increase the writing skills of your students in general. Use these tips, or tweak them to fit your own style of teaching, to help students see how they can improve their writing skills – and to understand why that ability is so important.

    Improving the writing skills of your younger students might sound like a daunting task, but with some self-planning and by identifying each students individual needs and challenges, you can turn your classroom into an amazing writers workshop. With some scaffolding and support, there are plenty of strategies that you can incorporate into your writing instruction that can help support struggling writers. Many younger writers struggle with this aspect of writing, and these scaffolding tips are good practices to adopt in teaching younger students. Teaching students new skills and encouraging them to practice them regularly can help a lot of middle-school-aged writers make dramatic improvements.

    An important way to help students grow as writers, even in courses that are not designed solely for that purpose, is to tailor the writing assignments to a students level of ability, and offer practice (with feedback) in aspects of writing that can benefit. Whether you are teaching creative writing, or simply wanting to help students broaden their toolset, regular practice is essential. It can even be useful for you to share with students your own process when approaching writing assignments.

    In the initial stages of the writing process, I dedicated time in holding conferences with each student in order to give them tailored feedback that they could use right away. Throughout the writing process, students do their own assessments according to an assignment rubric while I hop in and out of Google Docs to offer extra targeted feedback.

    A good rubric helps students to see what makes for quality writing, and identify skills that will be needed for them to do well. For students using notes, we may want to look at sentence structure that is effective prior to students writing down ideas in a rough draft. The Writing Revolution includes many useful strategies to help students effectively structure their writing.

    Talking students through their thought processes as they construct the piece of writing, block-by-block, is essential. When writing, the actual words that your students use, and the way that they use those words, are important, but getting the pen on paper is the final step in a lengthy process that requires lots of practice and planning. When your students have learned proper paragraph structure, they are then ready to start paying attention to ideas, word choices, and so on.

    Hold students accountable to how many edits they are allowed and assign a variety of tasks at each step of the process: First, get them focused on ideas; second, get them thinking about adding in their expertise; and third, get them working on the writing structure. After planning assignments, the next important step is arranging students writing processes and giving them prompts.

    There are various things that can be done that do not involve any special skills of being a writing instructor, and ways to design assignments and assessments that help students with this academic endeavour. For instance, libraries offer workshops on different topics, like conducting literature research and evaluating sources, which can be scheduled around class time, so students are all given a chance to master these fundamental skills before they have to apply them to written assignments. By rotating writing assignments, we can make sure that our students get a chance to write in different genres, for different audiences, and deepen their mastery of written language.

    As we teachers navigate the forces of written expression, both with struggling readers at grades 6-9, and for them, we can also play around with academic vocabulary, text structures, and content-specific mechanics for writing. As parents and teachers, we can help students address a lack of pleasure in the writing process, and a lack of development in skills. Teachers who get students to write authentically–that is, as actual writers do–can disrupt that process and teach lessons about the craft. Teaching writing is a process: Over time, and with proper guidance and support, our students can become better writers.

    Ensuring students are proficient at using vocabulary correctly in discussions increases the likelihood they will be proficient at it in writing. Providing criteria makes sure students are thinking carefully about crafting sentences, including punctuation and vocabulary. The instructional goal of any writing class must be clearly stated and explicit, so students know what skills they are practicing as well as the criteria for success. To aid in the easy identification of instruction goals, you can also utilize curriculum-based assessment tools, which reveal information on a wide range of skills related to writing, such as the students fine-motor skills, communication, visual discrimination, and mimicry.

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