I came across this in Larry Ferlazzo’s article for Education Week Teacher, and thought I would share it here. It underlines the importance of pre-writing activities in the classroom, rather than just expecting students to launch into writing a text.
Whenever we set up a writing activity for our class, the temptation is to set the writing for homework and expect our students to produce a reasonable text to be handed in at the start of the next class. However, the reality is very different. What we should really be doing is modlling best practices in writing, and this can only be done if the writing is done at least partly in the classroom. Students should be taught a series of steps to follow when approaching a writing assignment, which includes generating ideas, selecting and organising these ideas, and drafting, and an important part of the acquisition of these practices comes in classroom talk around the writing assignment. Particularly at the beginning, students need the support of their peers and of the teacher in order to generate reasonable ideas and cogent arguments, and a simple way of testing these arguments is to try them out on peers in the classroom. Student talk in the classroom therefore allows them to share ideas and to test how powerful these ideas are. In addition, the teacher is at hand at the beginning of the actual writing phase to ensure that no student suffers from ‘writer’s block’ when faced with a blank page. A writing assignment can be finished at home, but if we want the best from our students, we should be prepared to dedicate some class time to it as well, particularly in the early stages.