Evidence of Efective Writing Programmes @

MPS
An efective writing programme can be evidenced through student
draft books.
We would expect to see evidence of the following:
Writing mileage
This comes from the theory that students will only learn to be better
writers by writing.
We would expect to see regular writing every week, with a focus on
uality rather than uantity. Where appropriate entries would be dated,
at the beginning of the work and in the margin for ongoing writing.
Teacher Presence
!esearch shows that there is a direct correlation between improved
student outcomes and feedback therefore we would expect to see
evidence of teacher feedback and response to the writing in a manner
that is meaningful to the age of the student and related to the
intended learning outcomes of the writing.
This may take to shape of visual codes, ticks or highlighters that
re"ects the classroom organi#ation. $or middle and senior pupils it
could be highlighting and %or written comments relating to stated
learning intentions and success criteria.
Student control
As part of the writing process we would expect to see evidence of
planning, re&crafting and editing by the student. This means writing
with double spacing 'or on every second line( to allow room for re&
crafting. As we wish to be privy to student decision&making, we would
not allow the use of rubbers and be able to witness deliberate changes
through green% red%blue%black pen editing. )tudents should also be
encouraged to take risks with their use of vocabulary, underlining
words they are unsure of.
There may also be evidence of peer or self&assessment against the
stated learning intentions and success criteria.
Diferent purposes
While students may be being guided through a certain text form, there
is an expectation that they would still have opportunities to select their
own topics and forms. At certain stages of their schooling there would
be a focus on a range of writing purposes as stated in the schools long
term plan.
Models
We learn from other writers. )tudents should have access to models of
good writing so that they are clear about what they need to do in their
own writing to achieve writing of a similar standard. *t is the teacher+s
responsibility to supply students with models, that will help to inform
their learning in the appropriate areas, as based on evidence from
formative assessment and a clear knowledge of literacy acuisition.