Entries Tagged 'Junior High' ↓

“Descriptive writing is an art form. It’s painting a word picture so that the reader ’sees’ exactly what you are describing.”

~Brenda Covert

What’s the big deal about writing descriptively? For one thing, it’s much more than page-filling fluff. Descriptive writing imprints images into the reader’s mind, making you feel as though you’re “right there.” It‘s all about engaging the five senses of sight, hearing, smell, taste, and touch to transport the reader and stir emotion. By choosing vivid details and colorful words, good writers bring objects, people, places, and events to life. Instead of merely telling you what they see, they use their words to show you.

Writers use this powerful method to make their pieces memorable—even brilliant—rather than dry and boring. In many ways, description is the most important kind of writing you can teach your children because it supports other reasons for writing such as storytelling, informative reports, or persuasion.

So even if your child never aspires to write stories or poetry, description is a wonderful skill to develop, for without it, all other writing falls flat.

Describing a Place

Vivid writing is especially important when describing a place—whether to describe a vista for a travel guide or flesh out a scene in a novel. 

Master storyteller Charles Dickens was also a master of using description to create a particular mood or idea.

It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled. It had a black canal in it, and a river that ran purple with ill-smelling dye, arid vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness. ~Charles Dickens, Hard Times

But your child doesn’t have to be a Dickens to add color, depth, and interest to his writing. Here, a ninth grader draws on all five senses to describe a place and set an effective mood.

Moist and salty, a chilly breeze blows in across the swells, bringing with it the pungent smells of seaweed and fish and making me pull my jacket a little closer. Sea spray transforms into fiery prisms as the waves splash against the shore, catch the last golden rays of sun, and toss them up like liquid crystals.

With a few tips and tools, your child can effectively describe a  place too.

Suppose he’s planning to describe a desert. He’ll need to describe basic desert features, of course: sand, rock, hills, and dunes. But deserts aren’t all alike, so his word choices will need to reflect the kind of desert he wants to write about. For example, if he chooses a desert in the southwestern United States, he’ll probably describe plants such as sagebrush, Joshua trees, yuccas, or saguaro cacti.

But if he’s writing about an oasis in the Sahara Desert, where vegetation is much different, he would instead describe date palms, oleanders, acacia trees, succulents, and desert grasses. His description of either desert scene will spring to life as he describes these places with rich and appropriate details.

Finding Vocabulary to Describe a Place

How do you help your child study his subject and choose vivid words that make his writing sparkle? Whether he decides to write about a desert, city, rainforest, or pond, these ideas will help him find words that will form the foundation of his descriptive piece, narrative story, or report.

Using a Search Engine

Search engines such as Google makes a great resource for inspiration. In addition to collecting general terms about the location’s flora and fauna (the desert, for example), he’ll also find concrete, specific nouns and adjectives that will add color to his writing. Suggest that he begin his search by looking up terms like these:

• desert landscape
• desert features
• desert climate
• desert plants
• desert animals
• desert description

What if your child wants to describe a city instead of a desert? City words are trickier to find, and he may have to hunt more. Try some of these search terms:

• describe city sights
• describe Chicago, describe Pittsburgh, etc.
• “describe downtown” (use quotes)

Using Other Sources

While search engines can lead you to a wealth of information, don’t discount the value of print media such as magazines and books, or digital media such as TV documentaries or DVDs about the subject.

If possible, visit the place in person. But if not, can you explore a spot with similar features? Many children are visual and tactile learners. If your child wants to describe what a sidewalk looks like, how about taking him outside to explore the sidewalk on your street? It will help him describe the texture, color, and appearance of a city sidewalk, even if you live in a suburb.

Expanding Vocabulary

As your child searches the Internet, ask him to keep an eye out for adjectives that describe desert or city features (or whatever place he wants to write about). Encourage him to come up with words on his own, but also to watch for words he comes across in articles or photo captions.

If he doesn’t understand some of the words, pull out the dictionary and make it a teaching moment! And show him how to use a thesaurus (we love The Synonym Finder) to find other words that say the same thing. Both of these exercises will help his vocabulary to grow.

Some Desert Adjectives

Desert: harsh, dry, arid, sparse, severe, hot
Rock: sharp, rough, jagged, angular
Grasses: windblown, bent, dry, pale green, brown
Sand: coarse, fine, glittering, shifting, rippling, sifting, white, golden
Sky: pale, intense, cloudless, azure, purple, crimson
Cactus: tall, short, squatty, spiny, prickly, thorny
Date palm: tall, bent, leather (leaves), frayed (leaves)

Some City Adjectives

City: active, bustling, noisy, busy, clean, dirty, windy
Traffic: loud, congested, snarled
Buildings: old, shabby, rundown, crumbling,  modern, futuristic, sleek, towering, squat
Buildings (walls): brick, stone, marble, glass, steel, graffiti-covered
Monuments, statues: stone, copper, carved, ancient, moss-covered, faded, green, bronze
Sidewalk: concrete, cement, slick, cracked, tidy, littered, swept
Paint: fresh, weathered, peeling
Signs: neon, weathered, worn, bright, welcoming, flashing
Buses, cars, taxis: belching, crawling, speeding, honking, waiting, screeching
People: hurried, bundled, smiling, frowning, eager, rushed

Use these suggestions to encourage your child come up with ideas for describing his own place. You’ll both discover that hunting for words can become a favorite pre-writing game! And as your child dabbles more and more with descriptive writing, I’m confident his words will soon begin to “show” more and “tell” less.

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Do you struggle with teaching and grading writing? Does your child’s writing need a boost? Consider adding WriteShop to your curriculum choices for this school year!

The first seven lessons of WriteShop I specifically teach your teen descriptive writing. This important skill is then practiced in the remaining informative and narrative writing lessons. In addition, WriteShop teaches—and offers practice in using—a wide array of sentence variations that help to enhance a student’s paper with fresh style and vigor. When combined with strong, dynamic word choices, sentence variations give dull writing new life.

For younger children, WriteShop Primary introduces K-3rd graders to activities that widen their writing vocabulary. Book C contains three  specific descriptive writing lessons.

For more information, visit our website at http://www.writeshop.com/.

1. Break Free from Writer’s Block

“As a writer, I want to choose the exact right words for my story. But when I’m stuck, I try to ask myself, What do I REALLY want to tell the readers? Instead of worrying about perfect sentences, I jot down ideas, phrases, the points I think are most important and also things I think are cool or surprising. Once I have notes on paper, it’s a lot easier for me to figure out how I want to tell the story.” ~David Bjerklie, senior science reporter at TIME magazine

2. Use “To Be” Verbs Sparingly

“‘No more than one to-be verb per paragraph’ will force students to avoid passive voice and strengthen nouns and verbs.” ~Mark Pennington, reading specialist

3. Use Transition Words

“Young writers often get into trouble when going from one idea to the next. Without transitions, a reader is likely to get lost or disinterested. Each paragraph, like the overall body of the essay, needs a beginning, middle and an end.

“Start off with simple transitional phrases. Sometimes one or two words will adequately signify the essay’s development. Words such as ‘therefore’ and ‘finally’ signal to the reader that the essay’s message is progressing. As a test, reread each paragraph, and if they make sense standing on their own, they probably incorporate good transitions. If not, add a sentence introducing a new idea.” ~Sylvan Learning Online

4. Watch out for Contractions and Apostrophes

People often mix their and they’re, its and it’s, your and you’re and so on. If there is something that can hurt the credibility of your text, it is a similar mistake. Also, remember that the apostrophe is never used to form plurals.” ~Sharon at DailyWritingTips.com

5. Edit and Revise Your Writing

“Revise and rewrite. Improvement is always possible.” ~Bob Brooke, author

I’ve been thinking about the importance of giving our kids a wider audience for their writing. After all, if they only write for an audience of one—whether parent or teacher—they tend to write for his or her benefit alone.

But if we want our students’ writing to improve, shouldn’t we also encourage them to find opportunities to share their stories, poems, and essays with someone other than Mom?

Benefits of a Wider Audience

Having an audience takes your child beyond the point of writing for a grade. So why not start thinking of ways to broaden his understanding of what an audience can be?

Help him experience how others can find joy in reading his work. He’ll be rewarded with increased joy and confidence, and I think you’ll begin to see his writing blossom as he takes more pride in his efforts.

Think Inside—and Outside—the Box

When Debbie and I taught WriteShop classes, we always ended the year with a parent tea. The students recited poetry, and we passed out class anthologies. As the children pored over the stories and poems in the spiral-bound booklets, it was clear how much they enjoyed seeing their works in print.

But an anthology is just one of many ways to publish. I want to challenge you to think outside the box, too! Here are some other suggestions for expanding your kids’ writing audience or showcasing their writing projects.

• Turning writing assignments into art projects or mini books to share with others
• Mailing or emailing final drafts to grandparents
• Newsletters or anthologies (think homeschool support group or co-op class)
• Writing contests
• Student readings for a parent night 
• Audio and video productions of student essays
• Your personal or family blog, such as Titanium Woman
• Your child’s own writing blog, like Justine’s Awesome Writing Assignments and Kaja Wrote

So help your children look for new ways to share their work with others. Once their writing pieces get published—whether in traditional or nontraditional ways—they’ll begin to grasp what it really means to be an author! 

Share a comment: What are some things you do to give your children’s writing a bigger audience?

We parents give an awful lot of thought to what our children will do once we’re done homeschooling. Will they go to college or university? Take a vocational track? Enter the ministry? Will they become scientists or mortgage lenders? Clerical workers or nurses? Entrepreneurs or educators?

One thing seems clear: No matter the profession, studies show it’s more important than ever that your teen develop good writing skills if he or she hopes to get—and keep—a job.

Writing: A Ticket to Work . . . or a Ticket Out

According to a 2004 survey polling 120 American corporations (whose payrolls include nearly 8 million people), an employee’s writing skills can either hinder or advance him in the company.

The survey may be a few years old, but its ramifications remain relevant in 2010. Here are some of the survey’s findings:

• People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion.
• Two-thirds of salaried employees in large American companies have some writing responsibility. “All employees must have writing ability,” said one human resource director.
• Eighty percent or more of the companies in the service and finance, insurance, and real estate (FIRE) sectors, the corporations with the greatest employment growth potential, assess writing during hiring. “Applicants who provide poorly written letters wouldn’t likely get an interview,” commented one insurance executive.
• Half of all companies take writing into account when making promotion decisions.
• More than 40 percent of responding firms offer or require training for salaried employees with writing deficiencies. Based on the survey responses, it appears that remedying deficiencies in writing may cost American firms as much as $3.1 billion annually. “We’re likely to send out 200–300 people annually for skills-upgrade courses like ‘business writing’ or ‘technical writing,’” said one respondent.

You can read the entire report here.

Focus on Key Writing Skills

What does this mean for your child? Simply, it doesn’t matter whether or not she’s college-bound. If she expects to succeed in the workplace, she’ll need to demonstrate better-than-average writing skills.

So make sure you’re focusing on basic but key writing skills throughout junior high and high school to adequately prepare her. Minimally, by the time your teen graduates from high school, she should know how to:

• Write a clear, well-organized essay.
• Write a business letter.
• Use correct grammar.
• Use proper punctuation, such as correct use of quotation marks and apostrophes.
• Use good sentence structure, including avoiding run-on sentences and sentence fragments.
• Avoid using slang and shortcuts common to texting and instant messaging.
• Properly site sources (avoiding plagiarism).
• Self-edit and proofread her own writing.

Helpful Resources

If you’re looking for a place to start or need a few supplemental resources, check out some of these links and products:

• WriteShop - Solid composition and essay skills for junior high & high school
• How to Write a Business Letter
• Editor in Chief  – Practice with editing and proofreading skills
• OWL at Purdue - Proofreading and self-editing tips
• The Blue Book of Grammar and Punctuation - Practice, reinforce, or teach grammar and punctuation skills
• How to Cite Your Sources - A great resource!

A Quick Word about Copywork

I’d like to suggest a new way to incorporate copywork into your schooling. In a future blog article, I’ll take time to extol the virtues of copywork, which I think is valuable for pre-writers to 14-year-olds (or thereabouts). But in a nutshell, copying:

• Teaches children a number of foundational writing, grammar, spelling, and punctuation skills.
• Helps them pay attention to detail.
• Offers penmanship practice.
• Introduces them to passages of quality literature.

That’s the Reader’s Digest version! For the time being, you can find a more detailed explanation here: An Introduction to Copywork

A Personalized Recipe Box

OK, so are you ready for a super-fun copywork activity for the junior chefs in your family? Your children won’t be delving into literature, but this little exercise does help fulfill the first three points above.

When I was eleven, I started my own recipe collection in my seventh-grade home economics class—pancakes, Dutchess Spice Cake, and caramel toast were three of my first cards—and I’ve been collecting recipes ever since!

Your children can embark on this journey too. Here’s how:

1. Buy them a set of cute recipe cards, or print some out on card stock. There are tons of free printables available in patterns to suit both boys and girls.
2. Sit them down with your own recipes and cookbooks, using sticky notes to mark your children’s personal favorites as well as special family recipes. Make sure to include several simple recipes they can prepare themselves.
3. Provide pens or pencils and let the copying begin.

Younger, slower, or reluctant writers should have a time limit—perhaps five to ten minutes, depending on the child, but in general, keep this exercise to 20 minutes or less. Motivated writers will have so much fun that they may use this “writing” time as an excuse to avoid other schoolwork, so they’ll benefit from a timer as well.

As your children’s assortment of recipe cards grows, reward them with recipe dividers and a personalized file box to hold their collection.

They’ll treasure it someday, just as I treasure mine!

Writing includes three main elements: content, style, and mechanics. The content, of course, is the heart of the composition—the story, main message, or thesis. Style is the way the writer communicates the content through word choice, sentence variation, etc. Mechanics includes all those tricky little rules of grammar, punctuation, and spelling that govern how the words actually appear on paper.

Mechanical Errors Make the Most Noise

When it comes to giving our children feedback on their papers, many of us are in a muddle. Sometimes the “noise” of a zillion grammatical errors drowns out the content as we zoom in on each misspelled word and sentence fragment. But is that the place to start? What should be our focus? You’ve probably asked yourself these very questions:

• Isn’t mechanics an important part of writing?
• Should I allow inventive spelling, or insist that every word is spelled properly?
• Should I focus on the main content, or should I address grammar and punctuation errors too?
• How do I help my kids fine-tune their writing if I don’t point out all the mistakes?

It’s Like Walking a Tightrope

Just as we can correctly—or incorrectly—judge a person’s character based on outward appearance, it’s easy to judge a piece of writing by the mechanical errors we see. We don’t mean for them to interfere with our enjoyment of the content, but typically, they do.

The whole editing thing is like walking a tightrope, isn’t it? We don’t want to discourage our children from spilling their ideas onto paper, for the freedom of doing so sparks in them a love for writing. But for fear of dousing that fire, some of us sway too far to the left and never utter a word about grammar or spelling.

And tipping too far to the right are the parents who are so caught up in the glare of dangling participles and grave misspellings that we run amok with our red pens—and completely miss the heart of the child’s writing.

We really can address content, style, and mechanics without throwing our tenderhearted kiddos to the lions. The trick to finding the balance is remaining as objective as possible and cushioning our suggestions with praise.

For the rough draft, focus mainly on content. Do ideas make sense? Do they flow well? Is there enough information and/or detail? Then, once the story or essay or paragraph is organized and more rounded out, we can deal with any grammar, spelling, and punctuation issues that remain.

Photo by Joar E.M. Klette. Used by permission. CC BY-NC-SA 2.0

Welcome back to our tenth—and final—article in the series 10 Stumbling Blocks to Writing. I’ve really enjoyed writing each one, and I hope you’ve found them inspirational too.

Today I’m going to spend a few minutes looking at a different kind of stumbling block altogether: learning challenges. But first…

Win a $25 Gift Certificate

NOTE: This is the last week to enter our drawing for a $25 WriteShop gift certificate. It’s easy! Just leave a comment at any Stumbling Blocks article. You can earn up to eleven chances in the drawing by commenting on all eleven articles. Deadline to leave comments for the drawing is January 16 at noon PST.

Stumbling Block #10

Problem: Learning challenges create many stumbling blocks to writing.

Solution: Short writing projects, frequent practice, and bite-size assignments are some of the ways to make the writing process manageable.

Does Your Child Learn with Difficulty?

Has your child been diagnosed with dyslexia, dysgraphia, Asperger’s, or ADHD? Does he have an auditory or visual processing disorder? Depending on the severity, it’s likely that his symptoms interfere with schooling to some degree.

Many such children live in a world littered with stumbling blocks that make learning a struggle. While these can include physical limitations like arm and shoulder tension or vision problems, a learning challenge will ultimately result in difficulty performing mental tasks like math problems or writing.

Writing issues can include:

• Awkward or tight pencil grip
• Illegible handwriting
• Poor word and line spacing
• Poor written expression
• Problems with details (paying too little attention or obsessing too much)
• Inattention and carelessness
• Disorganization
• Impulsiveness and difficulty planning
• Poor self-monitoring skills

Helping the Learning-Challenged Student

How do you come up with a plan to help your learning-challenged student? First, recognize that parents are a child’s first and best teachers. You know your child better than anyone, and you care more deeply about his needs. There is much you can do!

I’m certainly not an expert in this area, but I can offer you some helpful suggestions. For starters:

• Establish a distraction-free work space for your child to do schoolwork: quiet, well lit, uncluttered.
• Set a regular time to study with your child, and work closely with him.
• Help him organize study materials before beginning.

As for writing, there are many things you can do to help a child who learns with difficulty. Consider using these ideas:

Graphic organizers

Students do better when they can use graphic organizers such as mind-maps (clustering), charts, lists, or diagrams to help them outline and plan their work.

Lesson-specific checklists

It’s important for the struggling learner to be able to mark his progress. Provide a lesson-specific—rather than a one-size-fits-all—writing checklist for every assignment to walk him through self-editing step by step. A checklist (such as the comprehensive checklists found in WriteShop I) reminds him of every element that needs his attention. As he compares his rough draft to the checklist, he can make corrections and improvements.

A visually-overwhelmed student can use a plain sheet of paper to help him track each line of the checklist. 

Colored pencils

Have your child use colored pencils to circle or underline potential corrections. Each color can be used for a different strategy: capitalization, spelling, punctuation, repeated words, dull or vague words, etc. The colors provide students with a focus for editing and revising as they revisit their work for each task.

Frequent repetition and practice

Make sure writing lessons build on previously-learned skills. Good checklists help students apply these skills regularly.

Short, specific assignments

Writing projects that are short, contained, and relevant are more effective than fuzzy, open-ended, “write-whatever-you-want” assignments. Single-paragraph compositions are excellent for students who have trouble staying focused. Whether they’re overwhelmed by longer assignments, or they ramble and take rabbit trails, short assignments help them stay on task. 

And just as important, make sure your writing program includes topic ideas and clear directions. Give specific requirements for each lesson, from brainstorming to writing, so your student always knows what he needs to do.

Tasks broken into bite-size chunks

A child doesn’t have to learn with difficulty to benefit from working on a writing project in small increments. Breaking the writing process into manageable steps helps all students, including those who are disorganized, lazy, easily overwhelmed, or prone to procrastination. Spreading out assignments over time allows for paragraphs to rest between drafts and eases anxiety and stress.

Appeal to different learning styles

A multisensory approach to writing  helps many students who learn with difficulty.

• Visual: Use graphic organizers and checklists, calendar or schedule, and written instructions.
• Auditory: Play word games, give verbal instructions, ask questions to prompt writing.
• Kinesthetic: Describe textured objects the child can pick up and touch. Same for foods: touching and tasting the real thing makes it easier to describe. When writing about a place, take a notebook and pen and vist the place so your child can describe it firsthand.

Next Monday, January 18, I’ll be announcing the winner of the $25 gift certificate! I hope it’s you!

Copyright © 2010 Kim Kautzer. All rights reserved.

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WriteShop and WriteShop Primary make excellent choices for the homeschooling parent with a learning-challenged child. Their step-by-step instructions, helpful schedules and lesson plans, and appeal to different learning styles are just a few of the reasons parents have loved using WriteShop.

When it comes to chores, character training, and schoolwork, you can’t always be the nice guy, the friend. Nope. You’ve got to be the parent, which means it falls to you to judge and evaluate your kids’ work. But if you don’t evaluate with wisdom and purpose, you can unwittingly set them up for today’s Stumbling Block to Writing.

Stumbling Block #8

Problem: Students feel criticized when parents evaluate their writing.

Solution: Use editing and grading tools that encourage objectivity and consistency.

Worry about criticism from Mom or Dad is a huge issue for your child. She doesn’t want disapproval; yet if her paper isn’t perfect, she fears facing judgment. Since kids often see their writing as an extension of themselves, they feel personally affronted when they see marks on their formerly unspoiled pages. Their feelings can be summed up like this: If you criticize my writing, you criticize me.

Well, clearly, in spite of your child’s hypersensitivities, you still have to evaluate, edit, and grade. So what’s the solution?

Be Objective and Consistent

Nothing makes the editing and grading chore easier and more pleasant than objective tools that equip you for the task. An equipped parent is a confident parent! Your student can sense your confidence. She knows you’ll be consistent, and she won’t worry that you’ll be capricious or unpredictable with your remarks and suggestions. This kind of objectivity and consistency builds a lot of trust.

It’s as simple as using a good editing checklist that pinpoints particular things you can watch for in each paper. Now your student can see that your comments are not based on whim or mood, but on specific lesson expectations she accomplished—or failed to meet.

As you review your student’s writing project, this impartial checklist will allow you to comment on the work in a way that helps her feel less criticized. Ultimately, when editing and grading become consistent and purposeful rather than arbitrary or illogical, you’ll see a big change in her attitude—and yours!

For specific ideas, check out editing tips for the faint of heart.

Give Plenty of Praise

Dish out generous servings of praise and positive comments along with your helpful suggestions. Show your student that you notice her efforts; then make gentle suggestions that encourage improved writing without bruising her sensitive spirit. And when you give a final grade, laud her with sincere praise. Show that you notice things she did well and correctly. Remember: if you use an objective grading rubric, you’ll know what these things are!

Watch for the next article in our 10 Stumbling Blocks to Writing series: Stumbling Block #9 – What’s the Point? 

Share a comment: What objections do you face when you edit or grade your children’s writing assignments? 

Leaving a comment at any Stumbling Blocks article enters you into a drawing for a $25 WriteShop gift certificate. You can earn up to eleven chances in the drawing by commenting on all eleven articles. There’s still time to comment on any previous post!

2009 © Kim Kautzer. All rights reserved.

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Are you looking for a writing curriculum that provides you with specific editing and grading rubrics? If so, you’ll appreciate WriteShop I for your 6th – 10th graders and WriteShop II for 8th – 11th graders. Lesson-specific checklists build confidence by ensuring that you only hold students responsible for the writing skills they’ve learned.   

Photo courtesy of stock.xchng

In our series on 10 Stumbling Blocks to Writing, last week we looked at the problem of laziness. But laziness has a close cousin in the obstacle we’ll explore today: procrastination.

Stumbling Block #7

Problem: The procrastinator waits till the last minute to write her paper.

Solution: Break up assignments over time and provide accountability for your student.

The Pressure of Procrastination

If it weren’t for the last minute, I wouldn’t get anything done.  ~Author Unknown

When we feel overwhelmed, we tend to put off distasteful tasks—or those that seem big and scary—such as cleaning the garage or preparing for a big party. Claiming we work best under pressure, we shop, bake, clean, and decorate in a last-minute frenzy. As time rushes forward and the deadline looms, we sweep piles of laundry and schoolwork into drawers and closets, abandon the balloons and streamers, and purchase a hastily chosen gift card because we never got around to buying a present.

“Procrastinators generally don’t do well under pressure,” says Joseph Ferrari, associate professor of psychology at Chicago’s DePaul University. The idea that time pressure improves performance is a myth. In truth, procrastination can result in:

• Health and sleep problems.
• Anxiety and panic as tasks pile up.
• Poor performance and inefficiency.
• Guilt.

As William James aptly put it, “Nothing is so fatiguing as the eternal hanging on of an uncompleted task.”

Five Steps Toward Overcoming Procrastination

The best way to get something done is to begin.  ~Author Unknown

Putting off a writing assignment till the last minute can lead to a rushed and sloppy paper hastily written just before it’s due. It may also leave your child feeling too pressured or anxious to do a good job. As with the lazy student, the procrastinator needs a strategy. Try these suggestions to help your child make wiser use of her time. 

1. Work on adopting a “do it first” attitude.

Tackling unpleasant or disagreeable tasks earlier in the day—when your student is fresh and alert—often means greater progress in shorter time. 

2. Establish a deadline for the writing project.

When you don’t give a cut-off date, you imply that your child can put the task off indefinitely. Set a date and stick to it.

3. Divide the assignment into smaller chunks.

While a deadline is important, it doesn’t ensure that your student will pace herself. So in addition to assigning a distant due date for the whole composition or report, give more frequent due dates for parts of the project. For a short composition, assign brainstorming, rough draft, self-editing, second draft, parent editing, and a final draft. For a report or term paper, you’ll also want to see topic ideas, note cards, outlines, etc.

The writing process, by its very nature, is a series of steps. However, the procrastinator is prone to completely skip steps (or else cram several steps into one last-ditch writing session). Assignments spread over several days or weeks—with mini due dates scheduled along the way—help train her to spread out her work and not save it all till the last minute. A schedule or plan that outlines each step makes the best defense against procrastination.

4. Don’t neglect to follow up.

Your student needs to allow drafts to rest between writing sessions. But since she tends to wait till the last minute, she typically leaves no time for revising or refining. Make sure that you hold her accountable along the way with checklists and deadlines, and check her work regularly to keep her on task.

As the parent and teacher, you’re responsible to ensure that your child is doing the work and sticking to her deadlines. We homeschoolers can get lax about this. If you say “I’ll check over your work later,” but fail to do so, you continue to perpetuate the problem of procrastination. By not checking up on your student or asking to see her assignments, you unfortunately model the very behavior you seek to correct.

5. Set up task-appropriate rewards.

Come up with ways to reward your student’s steps of progress. Completing her brainstorming on time or writing her rough draft may earn her some computer or TV time. Finishing a task ahead of the due date could merit even more time to spend with her friends, read for pleasure, or work on her hobbies.

Do you ever feel like YOU are your child’s main stumbling block? If so, you won’t want to miss next week’s article, which addresses parental criticism. Check it out and soak up the encouragement!

Share a comment: Does your child procrastinate? What is one new thing you can do toward changing his or her behavior?

Leaving a comment at any Stumbling Blocks article enters you into a drawing for a $25 WriteShop gift certificate. You can earn up to eleven chances in the drawing by commenting on all eleven articles!

2009 © Kim Kautzer. All rights reserved.

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WriteShop  provides schedules and checklists that give direction to a procrastinator. Parent supervision is also a key element of the program. Train your little ones early using WriteShop Primary. For older students, choosing WriteShop I and II will help you equip and inspire successful writers!

Welcome back to our series on 10 Stumbling Blocks to Writing. Each week, you’ll gain more and more ideas for helping your reluctant or struggling writer leap over those hurdles that make writing challenging. If you’re new to the series, Stumbling Block #4 took a look at how limited writing vocabulary can hinder your student. Today we’ll explore:

Stumbling Block #5

Problem: Perfectionism and self-criticism often lead to writer’s block.

Solution: (1) Prime the pump with more writing and (2) write an unpolished rough draft.

The Curse of Writer’s Block

Writer’s block. The phrase itself is enough to banish every creative thought from your child’s head. When he’s in a stare-down with a blank page—and the page is winning—it’s easy to believe he’s the only one who ever wrestles with getting a thought on paper.

It should comfort him to know that everyone suffers from writer’s block at some point. Even famed novelist Ernest Hemingway admitted that the most frightening thing he’d ever encountered was a blank sheet of paper!

Though many stumbling blocks litter the road to writing success, perfectionism—personal pressure to “get it right the first time”—is the mother of them all, and the key contributor to writer’s block.

Face it. Most children—yours included—loathe the writing process. They want to write a paper once at best, and they want you to love it. There’s no room in their world for the nuisance of proofreading, editing, or revising. For many of these kids, then, the first draft has to be perfect in their eyes.

Of course, the irony is that they’re imperfect individuals who believe that whatever they put on paper will never be good enough. So they don’t write at all. “People have writer’s block not because they can’t write, but because they despair of writing eloquently,” says author Anna Quindlen.

Writing Tips for the Perfectionist

1. Write, write, write

As counterintuitive as it sounds, the more you write . . . well, the more you write! It’s very much like priming a pump: it takes water to produce water. So how can you encourage your child to flex his writing muscles? One way is through a simple exercise called free writing. Author, homeschooler, and writing teacher Dianne Dachyshyn uses free writing to ease the grip of writer’s block:

“The first time you ask children to do this, they will stare incredulously and grumble. They will be hard pressed to meet the time requirement of three minutes. However, after a regular discipline of free writing, they will begin to enjoy this time and it is amazing what they can produce. I often have to force them to stop at the end of ten minutes.”

To learn Dianne’s simple method, read the entire article here.

2. “Don’t get it right, just get it written.” –James Thurber

Believe it or not, one of the best solutions for a perfectionist is writing a rough draft. Writing, after all, is a debugging process. First, your child writes something sloppy. This is the practice draft—the imperfect, flawed rough draft. Later, he goes back and fine tunes it. That’s why I love to call the rough draft a “sloppy copy”! Starting sloppy deals a blow to the blank page as the student puts forth ideas and gets into the writing flow. As author and poet Margaret Atwood so aptly put it: “If I waited for perfection, I would never write a word.”

3. Learn to let go

Enjoying the process—any process—is one of the toughest hurdles for a perfectionist! I’m not going to say it’s easy, but it is achievable—bit by bit—as he learns to let go of the things that weigh him down.

Let go of pressure. Writing can be fixed. James Michener once said, “I’m not a very good writer, but I’m an excellent rewriter.” Even if you’re a famous author, early drafts just won’t measure up. This should come as welcome news to your young perfectionist! As sorely tempted as he may be to crumple up his efforts and keep starting over, encourage him to  just get it written. Later, like every other author of great or small renown, he can work on revising until he’s satisfied. After all, writing is a process, not a one-time event!

Let go of precision. Creativity is a messy ordeal. Why does your student think it’s fine to make a mess when painting or working with wood or clay, but not when writing? The creative process isn’t always neat, tidy, and measured, and it’s certainly not perfect. Assure him it’s okay if his thoughts spill out in a bit of a jumble, and it’s to be expected that he or his teacher will add marks to the paper during editing. Cleanup begins during the revising process.

Let go of perfection. Finish the draft. Though it’s tempting for your student to try to correct everything as he goes, have him finish his rough draft without wrestling with every word, phase, and sentence. That’s what revising is for! And don’t forget to show your enthusiasm and approval when he finishes his assignment. Success breeds more success, and when your child feels successful, he’ll be much less reluctant next time!

Sometimes your kids are perfectionists, true? And this can indeed hold them back from doing their best by seizing them with fear . . . but not always. Sometimes, well . . . they’re just plain lazy! That brings us to Stumbling Block #6: Laziness, which is the topic of next week’s article in the Stumbling Blocks series.

Share a comment: How does your child exhibit perfectionism where his or her writing is concerned?

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WriteShop builds the steps of the writing process into each level of the program, helping your perfectionists recognize the purpose and value of writing and revising. Train your little ones early using WriteShop Primary. For older students, choosing WriteShop I and II will help you equip and inspire successful writers!