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Language Arts

Writing is more than the composition of the spoken word. Writing is far more

complicated than speaking as it requires planning of the message, organization of ideas,

deciding what words to use and what order to put them in. Because of this complicated

process, Hochman and Wexler (2017) argue that, “teaching students to write is equivalent

to teaching them how to think” (p. 4). This project is a case study of a 6th grade language

arts student. I collected three different writing samples, identified strengths and areas for

improvement in her writing and made suggestions for future writing and reading.

The student in this project had positive feelings towards literacy activities. She

did not avoid reading or writing but understanding her interests and preferences made it

easier to make suggestions for future writing and reading topics. Strickland, Ganske and

Monroe (2002) describe how “situational interest” can be a useful tool for students who

are reluctant readers or writers: “Students who are otherwise indifferent to literacy tasks

may become absorbed when reading and writing topics are geared to their personal

interests” (p.17). Fletcher and Portalupi (2001) explain that, “students know best which

topics and purposes for writing matter most to each of them” (p.10). Teaching students to

create choices of writing topics for themselves develops intrinsic motivation for the

writing process.

Getting to know a student’s background has other positive benefits for the writing

teacher. Silver (1989) describes how the use of Extended Conference Time (ECT) allows

her to get to know her students’ past writing experiences and understand any fears or

apprehensions they may have. One-on-one conferences allows the writing teacher to

create specific interventions based on individual student needs while providing the
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support students may require to gain confidence in their writing. The project presented

outlines how I would move forward with individualized conference time with the case-

study student to improve her writing.

Additionally, individualized conferences provide the writing teacher with the

opportunity to teach grammar in the context of the student’s own writing. Using a

student’s writing to teach grammar and writing conventions is more effective than

teaching it in isolation as teachers can “guide students to correct usage by pointing out

errors in the writing they themselves produce” (Hochman & Wexler, 2017, p. 15). In the

case of the student in this project, an individualized conference would be an ideal time to

review writing conventions and correct errors that were made in her writing.

Reading, specifically dialogic read-alouds, has an impact on student writing.

Manak (2011) found that among third-grade students interactive read-alouds developed a

“literary understanding that influenced students’ writing as well as their writing ability

and process” (p. 310). Students are influenced by the models they are given and by

guiding students to understand the craft of writing through reading enables students to

absorb those influences and manifest them in their own writing (Manak, 2011). The

reading suggestions made for the case-study student were presented in the project as texts

to build fluency and increase reading stamina, but they could also be used to influence

and improve the student’s voice in her writing.

Guiding students to view themselves as writers and to give them some sense of

autonomy over their writing lets them buy into the writing process (Fletcher & Portalupi,

2001) and with explicit instruction students can learn to convey their message effectively

and efficiently (Hochman & Wexler, 2017).

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References

Fletcher, R. & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth,

NH: Heinemann

Hochman, J. & Wexler, N. (2017). The writing revolution: A guide to advancing thinking

through writing in all subjects and grades. San Francisco, CA: Jossey-Bass.

Manak, J. (2011). The social construction of intertextual and literary understanding: The

impact of interactive read-alouds on the writing of third graders during writing

workshop. Reading Research Quarterly, 46 (4). 309-311.

Silver, K. (1989). The extended conference: A technique to encourage writing. The

English Journal, 78 (1). 24-27.

Strickland, D., Ganske, K. and Monroe, J. (2002). Supporting struggling readers and

writers: Strategies for classroom intervention 3-6. Portland, ME: Stenhouse

Publishers.