Preparing to Write, by Elizabeth Swartz

Encouraging students to create their own organizational process will get them on the road to becoming better writers

The resource books have been put away. The index cards are sorted into appropriate piles and the paragraphs have been organized. Finally, it's time for your students to pick up their pencils or turn on the computer and write.

Getting organized. Some students will want to dig right in to write. Others will feel more comfortable using an outline format. Even at the earliest ages, I've witnessed this basic difference between young writers.

First of all, be sure that your students have a good feel for the organizational process they are using. With the class, review the steps and the purpose for each step. It's important to make sure they're comfortable with the writing process.

Your students should find the reproducible very helpful. Encourage your class to keep the reproducible nearby the first few times they sit down to write a report until they are familiar with the process that works best for them.

It may be a good idea for you to fill out one together for the youngest students or for the first project of the year.

Free write. The first draft should be a free writing time. Ask your students to explain to you on paper what it is that they want you to know. I try to guide them only in how to make smooth transitions from one paragraph to the next. As I'm sure you know, it will take time and practice to get the speed bumps out of changing paragraphs.

At this point, some paragraphs may repeat information, but let that go for now. When reviewing the student's rewrite, be sure to look for holes in the report. Right now, the focus needs to be on having your students write it all down. Build their confidence in their ability to put something together that others will be able to read and understand. Grammar, spelling and punctuation should be as accurate as possible during this first draft. Be sure to also emphasize the need to move from the question to the conclusion with provable points.

Each student should have the opportunity then to take the piece home, rethink it, rearrange and rewrite. Don't collect the first draft. I like to allow time for self-editing and peer editing and then I collect the second draft. In time, their technique will improve, but for today, they should just enjoy the art of writing.

For Reproducible click here. PDF 103KB

Elizabeth Swartz is the librarian at the Watsontown and Turbotville Elementary schools in Pennsylvania.