Question: What does research say about teaching writing?
Answer: NCRE/ERIC bulletin: Sara w. Lundsteen, editor: Help for the Teacher of Written Composition, K-9. Selections from “twelve points.”
“Oral language. Written composition is tied to oral language in many ways. Teaching strategies should emphasize and exploit the links between written and oral communication.”
“Environment. Pre-writing needs considerable attention in the classroom.”
“Inner Motivation. Motivation to write is a result of the innate urge to communicate.”
“Children’s Literature. Literature is both model and experience”
“Audience. Style and content are shaped by the writer’s sense of audience. Students should be given opportunities to write for varied and numerous audiences.”
“Positive Response. Negative criticism does not foster respect or motivation.”
“Drafts. Surface errors are not serious problems, especially in rough drafts.”
“Oral Display. Much of children’s writing should be read aloud.”
“Developmental Irregularity. Writing ability develops in spurts. A teacher should not expect every piece of writing to be better than a preceding one.”
“Creative Problem-Solving. Creative problem-solving is an important and essential part of writing.”
Comment: Worth thinking about. These principles are as important today (2011) as when they were published in December 1976. RayS.
“Research Roundup: Apprehension, Attitudes, and Writing.” Anthony Petroskey. English Journal (December 1976), 74-77.