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Teacher Interventions-To-Go Series
A service of www.interventioncentral.org
School-Wide Strategies for Managing...
WRITING

The act of writing contains its own inner tensions. Writers must abide by a host of rules that govern the mechanics and conventions of writing yet are also expected—within the constraints of those rules-- to formulate original, even creative, thoughts. It is no wonder that many students find writing to be a baffling exercise and have little sense of how to break larger writing assignments into predictable, achievable subtasks. But of course writing can be taught and writing can be mastered. The best writing instruction places the process of written expression on a timeline: Good writers first plan their writing. Then they write. Once a draft has been created, good writers review and revise their work. While the stages of the writing process are generally sequential, good writers also find themselves jumping frequently between these stages (for example, collecting additional notes and writing new sections of a paper as part of the revision process). Depending upon their stage of development as writers, struggling student writers may benefit from the following strategies:

Jim's Recommended Internet Resources for...
WRITING

'How To' Strategy Sheets on Writing Topics. You can find a library of well-written strategy sheets on advanced writing topics such as defining audience, reorganizing drafts, and making transitions between sections of a paper. The site is sponsored by the Writing Center at the University of North Carolina. ||Report Broken Link

Articles on Writing Instruction. This page contains links to articles on such topics as helping children with disabilities to access skills required for effective writing, employing instruction in memory techniques to teach writing, and the uses of computer-assisted writing instruction. The page is sponsored by the Access Center. ||Report Broken Link

College Writing Center Directory. Some of the best on-line resources for writing instruction and intervention come from college and university writing centers. This page from Purdue University's Writing Lab provides a directory of links to writing centers across the nation and in other parts of the world. ||Report Broken Link

Writing Interventions: A Collaborative Project. Part of a larger collection of intervention ideas, this page contains practical suggestions to improve writing instruction. 'The CSSS Project' is a collaboration between the Illinois State University Departments of School Psychology and Special Education and the Peoria (IL) School District. ||Report Broken Link

Writing Skills Checklist.. This 'Writing Skills Checklist' from Intervention Central allows intervention teams to inventory the student's mastery of the components of good writing--including the physical production of writing, mechanics and conventions, content and preparation, and the production and revision of drafts. The checklist also provides intervention ideas to address identified writing problems. ||Report Broken Link

References

Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems. Boston: Allyn and Bacon.

Frus, P. (n.d./18 November 2006). Commenting effectively on student writing. Retrieved November 18, 2006, from http://www.crlt.umich.edu/crlttext/P7_2text.html

Gersten, R., Baker, S., & Edwards, L. (1999). Teaching expressive writing to students with learning disabilities: A meta-analysis. New York: National Center for Learning Disabilities.

Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities Research & Practice, 16, 74-84.

Murphy, J., Hern, C., Williams, R., & McLaughlin, T. (1990). The effects of the copy, cover, and compare approach in increasing spelling accuracy with learning disabled students. Contemporary Educational Psychology, 15, 378-386.

Rathvon, N. (1999). Effective school interventions. New York: Guilford Press.

Reid, R. & Lienemann, T.O. (2006). Self-regulated strategy development for written expression with students with attention deficit/hyperactivity disorder. Exceptional Children, 73, 53-68.

The Writing Center, University of North Carolina at Chapel Hill (n.d.). Brainstorming. Retrieved December 28, 2006, from http://www.unc.edu/depts/wcweb/handouts/brainstorming.html

The Writing Center, University of North Carolina at Chapel Hill (n.d.). Reorganizing your draft. Retrieved December 23, 2006, from http://www.unc.edu/depts/wcweb/handouts/organization.html

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