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Writing development through literature : Stages and Elements of
The document discusses writing development through literature and the necessary environment for developing writing skills. It states that according to experts, an ideal writing environment allows students to write clearly and honestly, learn through writing, generate ideas from others, evaluate and revise their work, and develop various writing techniques and styles. A key factor in this environment is the teacher. The document also outlines several stages of writing development and elements of effective writing, as well as three models of the writing process defined by different experts.
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Writing development through literature : Stages and Elements of
- 1. Writing Development Through Literature According to the National Council of Teachers of English (1983) Students should learn; to write clearly and honestly; to recognize that writing is a way to learn and develop personally to communicate with others; to find ways to generate ideas from others; to evaluate and revise what have written;
- 2. to adaptexpression to various audiences; to master techniques; to develop their talents for creative and imaginative expression; and to recognize that precision in punctuation, capitalization, spelling and other elements.
- 3. Rich Environment isnecessary for the development of the writing skills of the learner. A key factor in the environment is a TEACHER.
- 4. Environment (According toMurray 1973), an educational environment that fosters creativity allows children to progress. 1. First, children need to develop an awareness of life. This means developing sensitivity in the environment through activities in which they experience visual stimulation, sounds, smells, tastes, movements, and feelings. 2. Second, the environment should encourage children to care about others. 3. Third, the environment should allow time for children to consider new awareness. Some children may need much longer time before he/ she write a piece that demonstrates feeling and originality. 4. Fourth, the environment should allow children to make their own discoveries. They need opportunities to ask questions and find answers.
- 5. 5. Fifth, theenvironment should stimulate writers to create meaning with words. The teacher must provide many opportunities to try various types of writing in all content areas and provide guidelines for writing. 6. Sixth, the environment should allow for the development of detachment, so the authors can involve themselves in the evaluation process through reexamination and rewriting of the creations until they most effectively portray the feelings and meanings. 7. Finally, the environment should allow writers opportunities to test the effectiveness of their communication. Something wonderful happens when a child’s finished product expresses the child’s feelings effectively and meets with awe and pleasure from an audience.
- 6. Stages of Writing Development
- 7. Emergent Early TransitionalFluent Extending write left to right, top to bottom ♦ label drawings ♦ understand that print carries meaning ♦ use mixture of drawings, random marks, and letters to tell story ♦ print own name ♦ begin to write and name letters use most beginning consonants correctly ♦ “read” most of own writing ♦ write in sentences ♦ begin to spell Gr. K, 1 spelling words ♦ write most letter sounds ♦ begin to write simple stories/notes/let ters ♦ attempt semi-phonetic spelling consider audience ♦ revise by adding detail ♦ punctuate simple sentences correctly ♦ experiment with different forms of writing ♦ keep sentences on topic ♦ give story beginning and end ♦ spell Gr. 1 spelling words ♦ use phonetic spelling ♦ attempt to use sequencing stay on topic in longer pieces ♦ use correct sentence structure ♦ spell Gr. 1, 2 words correctly ♦ use more standard than phonetic spelling ♦ add, delete, rearrange story with direction ♦ begin to use paragraph form ♦ begin to use logical sequencing ♦ attempt to use descriptive words develop main ideas supported by details ♦ use paragraphing ♦ use spelling aids independently ♦ spell most Gr. 1-3 words correctly ♦ consistently use spelling patterns to spell unfamiliar words ♦ use descriptive language ♦ publish final draft on own, may be typed
- 8. Basic Elements ofEffective Writing • Variety of sentence structure • Relatively free of mechanical and spelling errors • Main points with anecdotes, examples, facts • •Mature, precise word choice • Structure • Organized around a pattern • Arranges ideas logically • Uses transitional • devices effectively • Focus statement • Concrete main ideas • Unified Focus Organization Support Connections
- 9. Three Models of Writing Development in Literature
- 10. Graves (1981) definedthe writing process as “ a set of operations leading to the solution of a problem. CONCEPTION • Which is a long or a brief time during which a specific incident provokes the decision to write INCUBATION • Which is the preparatory period PRODUCTION • Which includes the actual writing ;identify memory, influences of written and printed sources and revision as other important aspects of the writing process
- 11. Glatthorn (1982) identifiesfour similar phases of the writing process exploring Stages of the Writing Development planning drafting revising
- 12. From Harvey Danielsand Steven Zemelman (1985) Before Writing/Prewriting Writing After Writing/Revising • Drawing • Semantic Mapping • Brainstorming • Modeling • Listing and Categorizing • Audience and Purpose • Form • Organizational Pattern • Linguistic Style • Using Computers • Teacher-student Conferencing • Peer editing • Sharing
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