Through demonstration, modelling and practice students will to become familiar with the writing process. There are several important stages in this process and these are outlined below.

1. Forming Intentions

Before writing a student needs to consider:

• Their topic and the audience. Choices need to made considering age, gender and
social aspects of the reader or audience

• Considering the reader and protocols the student guided in their choice of Genre

• Students need the opportunity to practice planning for their piece of writing through finding, selecting and organising information or ideas using:
• brainstorming
• mind mapping
• using plan formats

2. Composing and Drafting

This involves:

• getting ideas down on paper - keeping the ideas flowing -avoid stopping to look up spelling or to correct syntax as this often breaks your train of thought
• children can write on alternate lines to leave room for editing and adding in detail or corrections
• unless pausing briefly to gain words from a list of topical words that may have been written up by the tutor, all word checking is done at the end of writing
Self correcting after a student has finished getting their ideas down needs to be encouraged and is shown by:
• single line cross outs ( agane )
• insertion marks ( ^ ) for adding in missing words above
• adding in a star one or two (*1 or *2) and writing the ideas or
paragraph to be added in beside a corresponding symbol at the end of the draft

Correcting and Publishing

Response


Students need an audience and to feel that their work is valued and shared. Try and provide an audience by posting the letter or encouraging them to share their story with dad, grandparent or teacher, anyone who will be encouraging.It is important to encourage writers to take responsibility for proof
reading their work from a young age children can be encouraged to use a pen to:
• correct surface features and conventions of writing (Gr1 capital letters and full stops)
• identify, by underlining, words that need to be spell checked
• edit by inserting or deleting
• any changes are written above the error in the blank alternate line
• teachers conference with the student to correct the written work after a student has had a go on their own, helping to prepare the work for publishing.
• conferencing is regular, positive and focussed on the child’s needs and validation of the student as an author with a message not incorrect syntax
• identified and corrected spelling errors that are at the students spelling level, should form part of the child’s word learning programme