Best practices and recommendations for teaching writing

1. Tips for Teaching Writing

2. Don’t

3. Don't: Require conventional spelling initially
Doing so interrupts thoughts and ideas (Law & Eckes
184). I often encourage students to brainstorm and
even draft in their first language if they're having
trouble 'thinking in English,' and then to translate.
Students might also be helped by using speech-to-text
software (e.g., Dragon).

4. Don't: Rely on isolated grammar exercises
Even for ones that are delivered through interactive
programs online, learning grammar devoid of context
is of questionable value (e.g., filling in a cloze exercise
doesn’t necessarily make one's writing more accurate).

5. Don't: Rely on grammar checkers
Don't encourage students to rely on Microsoft Word
grammar and style check or other software programs
that merely (and fallibly) check for matters of
correctness because they cannot tell students
why something is incorrect or why/how to correct it.
Checkers are most useful when users understand the
logic behind the error detection and can determine
when it is appropriate to accept the suggested
correction.

6. Do

7. Do: Guide student writing based on a trait model.
Law & Eckes (p. 159) discuss the concept of "six-trait
writing." The premise is that there are six traits that
can be used to identify strong writing, as well as to
guide students in goal-setting:
1) ideas,
2) organization,
3) voice,
4) word choice,
5) sentence fluency, and
6) conventions.

8. Do: Guide student writing based on a trait model.
Markers for Alberta English diploma exams use a similar
five-trait model:
1) thought & understanding,
2) support,
3) form,
4) matters of choice,
5) matters of correctness
Churchill English teachers use this model for assessing all
critical response pieces at all grades, as it aligns with
curricular outcomes and accustoms students to the rubric
as well as things to pay attention to in their writing and
revision.

9. Do: Guide student writing based on a trait model.
It will be especially important to provide explicit
instruction in:
 Form: how to organize a piece of writing according
to the conventions of one's purpose, audience, and
situation (especially as this varies across the
curriculum), and
 Matters of choice: how to use diction and syntax
to establish the tone and emphasis appropriate
for one's purpose, audience, and situation (especially
as this varies across the curriculum).

10. Do: Use word processors to write
They make the revision and editing process much less
daunting and tedious, and most word processors come
with built-in spelling, grammar, and style checkers to
assist students.

11. Do: Design collaborative writing assignments
Design collaborative writing assignments, such as
collective writing of stories or plays. Students tend to
write more and better if they are able to talk through
their ideas with peers, and seek and obtain peer
feedback (Law & Eckes 170). Consider using programs
such as Google docs, D2L discussion forums, and
Adobe Connect. It's important that the teacher guides
and/or moderates the conversations and comments.

12. Do: Provide lots of personalized feedback
The best option is providing one-on-one attention,
going through writing in discussion with
students. Discuss with students any confusing parts of
their writing, as they will be able to tell you what they
meant (Law & Eckes 185).

13. Do: Provide lots of personalized feedback
The second best option is to arrange for peer feedback
either formally (submitting work to a peer for review
based on a checklist or rubric) or informally (through
collaborative projects). This could also include
students evaluating student exemplars for such things
as organization and word choice.

14. Do: Enable students to publish
Enable students to publish their work for a real
audience. Weebly and other website builders are a free and
easy way to do so. There are also several publications
looking for regular student work submissions.
 Wattpad Prize
 Canada Writes
 Young Writers of Canada
 Young Alberta Writers
 The Claremont Review
 FILMSshort
 Filling Station