Research-based Instructional Strategies for Writing Based on Approaches
These strategies were chosen by Patti Ball from A handbook of content Literacy Strategies: 75 Practical Reading and Writing Ideas (2000) by Elaine c. Stephens and Jean E. Brown. I will post two strategies at a time so that it is not so overwhelming to read. Many of these strategies you have likely used. But with myself, I know that I have not identified them with the students by name or as a strategy that can be used in different situations. Hence the review and listing is important for me.
A. Quick Write –
Short focused writing in response to a specific prompt. (some felt it was not necessarily used with prompt.). As an initiating strategy, a quick write helps to activate students’ prior knowledge and provide a starting point for a lesson. It can also serve as a bridge to new concepts or ideas that students will be learning. It can be the connecting link between previous learning and current learning.
While not graded it can be used by teacher for informal assessment.
i. Can be used with Venn diagram,
ii. Helps students examine fluency
iii. Use for content area responses
Procedures
1. teacher provides a statement or question related to content that
2. students respond to in usually 5-7 minutes.
3. purpose is for students to express thoughts and ideas without concern for mechanics of writing.
4. End of time limit, students share responses in pairs and whole group.
Variations:
1. have students write for 3 minutes and exchange papers
with partner who reads and then continues responding
where the first author left off.
2. use quick writes at end of lesson as a form of student
reflection
B. Free Write
The children can self select their topic and write about anything in a rapid fashion without concern for structure or form. It is seldom graded. Free writing stimulates curiosity, focuses students on what they already know about a topic.
Procedures:
Students choose topic
Must write for 5 minutes no stopping.
May choose to share their writing at end of time limit.
Variations:
May have music in background
May be used for reluctant writer
Could be a reflection after a CAB
Could be a reflection after a disciplinary action.
Don’t overuse as it could lose its effectiveness.
