Are you uncomfortable with the idea of teaching your kids to write? Maybe you think you can’t teach writing because you never really learned yourself. Or maybe you’re a confident writer, but you don’t have a clue how to pass that on to your kids.

One thing I do know: Regardless of skill or background, you can model and teach writing with confidence. Even though you may not believe it—you really do know more than your children.

Why Model and Teach Writing?

Simply, it’s unfair to expect our children to do something that hasn’t first been demonstrated.

Modeling writing in front of your children matters, but be encouraged that you don’t have to be perfect or have all the right answers. As homeschool parents, like it or not, our job is to teach and model the process until our children get it. They need to see and hear us thinking through our ideas. It’s good for them watch us struggle to come up with a topic sentence or find the words to make up the lines of a poem. Why? Because they struggle too!

But let’s step out of writing mode for a moment.

Students learn geometry because you show them over and over how to do it, right? They rarely get it the first time. Or the second time. Or even third.

Imagine saying, “OK, Ryan, find the hypotenuse of this triangle. I’m not going to teach you different strategies to solve the problem. Just get started . . . and good luck!”

We’d never dream of throwing our kids to the math lion, yet when it comes to writing, we want to assign a topic and say “Go!” 

For whatever reason, we just expect them to write intuitively. It’s pretty silly, really, because there are many strategies and skills involved with writing a good paragraph or story.

K-2nd Grade

Model and teach through Guided Writing Practice to provide your young child with a daily, predictable, shared writing experience. Together, write several short sentences about simple, familiar topics such as animals, friends, the weather, or upcoming events.

During this time, you’re modeling important writing skills such as:

• Left-to-right progression
• Letter formation
• Correct spacing
• Punctuation and capitalization

Most importantly, Guided Writing gives your child the freedom to put together ideas without the limitations and fear of having to write them down himself.

A simple way to introduce writing skills is through predictable sentence starters. Young children thrive on repetition, so they’ll enjoy the consistency and routine of using the same sentence starter all week. Just draw out a different response each day.

Hello, _________.(Mommy, Jamie, Mittens)
Today is _________. (Tuesday, Friday, my birthday)
It is _________. (sunny, cloudy, foggy)
We are going to _________. (bake with Grandma, play Legos)
I think _________. (we will have fun, I will build a tower)

As your child’s writing skills increase, use your Guided Writing times to gradually introduce new concepts such as beginning, middle, and end; writing a friendly letter; or thinking of a problem and solution for a story.

3rd-5th Grade

This is often the point where moms drop off the grid: You go from nurturing the writing process to feeling guilty that you’re getting in the way of your child’s progress or creativity. Ironically, this is when most kids come to hate writing!

Instead, recognize that this is the phase of writing where you and your child can work together to produce the final project. Model and teach writing skills through examples and prompts. Keep things moving by continuing to do most or all of the writing, but share in the process. Because some of the work is yours and some is your child’s, it’s a collaborative effort. Let this free you instead of tether you to your guilt!

Middle and High School

Even if your teen is now working quite independently, you should still be modeling new writing skills and methods. As you work together, modeling helps familiarize her with the lesson’s expectations.

On a white board, demonstrate and teach writing skills through dialogues, prompts, and questions, but also show examples of the targeted writing. You and student should both contribute to the paragraph.

Again, you’re not modeling a polished final draft, you’re modeling the thinking process. When your teen heads off to write her own paper, your time together will have set the stage.

Stay Connected

At every age, your child needs your involvement in the writing process, not just to give editing feedback, but to instruct and model. Like teaching your child to make a bed, knit a scarf, or build a birdhouse, you remain involved until she is confidently and successfully progressing.

Collaborative writing takes time, too—to coax, encourage, ask questions, and discuss possibilities. Together, you and your child will grow comfortable with these writing sessions, and before you know it, you’ll watch her begin to apply the same thinking process when she works by herself.

So stay connected and involved. It’s crucial to your child’s writing success!

Copyright 2011 © Kim Kautzer. All rights reserved. 

The Schoolhouse Expo Is Back . . .

And it’s bigger and better than ever! With the theme “Celebrate Homeschooling,” this fabulous online homeschool conference is coming October 4-8, and you won’t want to miss it! After all, you can attend from the comfort of home–no childcare, travel expenses, or costly admission fees. Who could ask for more?

I haven’t homeschooled since my youngest graduated in 2003, but that didn’t stop me from having a blast at the live online event in May—and not just because I was one of the speakers! What made it so much fun?

• Inspirational, encouraging, humorous, and practical workshop sessions.
• A chat room that buzzed with excitement and comaraderie.
• Door prizes and giveaways galore.

Bonus Preview Shows

As part of the Fall Expo, there will be two lively preview shows to kick off the October event. I’ll be speaking at the September 21 preshow. My topic is “Teaching Writing: The Big Picture.”

Homeschoolers tend to excel in so many areas, yet writing remains an admitted weakness for many of you. I’ll give you a general overview of writing for K-12, with the particular goal of encouraging and inspiring insecure parents.

In addition, I’ll talk about the steps of the writing process; what to teach and when; the importance of editing; content, style, and mechanics; and more. It’s a look at the “big picture” with helpful tips you can apply right away.

Don’t Miss It! Register Now!

Tickets for the May event sold out really quickly, so TOS is encouraging you to grab your ticket early! Plus, tickets are $5 off this week, making the live event a bargain at $19.99 and the Expo to Go MP3 package an even sweeter deal at $14.95. The live event has more perks, but either one will give you access to all the workshops for a full year.

• Preshow #1: August 24
• Preshow #2: September 21
• Schoolhouse Expo: October 4-8

• Register for the LIVE Expo here: http://bit.ly/fall_expo_2010
• Register for Expo to Go here: http://bit.ly/fall_expo2go
• Get more details here: http://bit.ly/9Nkc5h

Hope to see you there!
~Kim Kautzer

When my children were young, I participated actively with them during writing time. I found that asking questions was a wonderful way to help them come up with ideas and choose stronger vocabulary words. 

Try it with your own kiddos. This exercise works with both reluctant and articulate writers of all skill levels—it’s a great way for them to develop the ability to learn, think, and explain.

1.  Ask specific questions about your child’s writing.

• How did that happen?
• How did that make you feel?
• Can you tell me more about…?
• What are some other words you could use to describe…?
• Where were you?
• Who else came to the picnic?

2.  Draw out responses.

Take advantage of dialoguing with your child to draw out information and story details. This time of questions and answers is especially helpful when he can’t think of what to say. 

As he responds to your initial questions, you can then rephrase and extend your child’s words, ask a clarifying question, or model more complex vocabulary or sentence structure.

3.  Ask open-ended questions.

Try not to ask questions that require a one-word answer or a yes or no response. If you ask your child, “Was he wearing a hat?” the conversational exchange is over and done with when he says yes or no. Instead, try asking an open-ended question: “What was he wearing? What else can you tell me about that?”

Here’s a sample dialogue* to give you an idea of how to encourage more response:

You:     I like your idea about Sabrina Sea Bass and the kelp beds. How could we start the story?
Child:   Sabrina Sea Bass went to the kelp beds.
You:     Yes, she did. But before she got there, she had a problem. What was the problem?
Child:   She got lost trying to find the kelp beds.
You:     Why did she get lost?
Child:   Because it was her first time going by herself and she went the wrong way.
You:     That IS a problem! How could we use that information to start the story?
Child:   It was Sabrina Sea Bass’s first time to go to the kelp beds all by herself.
You:     Let’s write down that sentence.
You:     Now you can start to tell about the problem. What went wrong?
Child:   Well, instead of turning left at the coral reef, she turned right.
You:     Good way to introduce the problem! Let’s write down that sentence.
You:     Then what happened?
Child:   Soon she swam into a dark, dark cave.
You:     Ooh, that’s good! Let’s write that down. Soon she swam into a dark, dark cave.
You:     How did she get out?
Child:   She asked a friendly octopus which way is out.
You:     That’s a good question, but maybe it would be better if she told him where exactly she wanted to go. She asked a friendly octopus . . . what?
Child:   She asked a friendly octopus, “Which way are the kelp beds?”

Keep your questions and dialogue going like this until your child has organized or written his story. Eventually, he will learn to ask himself similar questions on his own.

. . . . .

*This sample dialogue comes from WriteShop Primary Book B, Lesson 8 (Problem and Solution). All WriteShop Primary books contain loads of practical, age-appropriate prompts and dialogue samples that will help you promote stronger writing skills in your younger children.

Words Matter Week: Day 2

Words matter. And not just the words themselves, but also the grammar, spelling, and punctuation that make those words easier and more pleasant to read and understand.

In truth, no one particularly notices when a piece of writing is structurally sound and fairly free of errors. When the reader isn’t distracted by gross misspellings or misplaced apostrophes, he’s able to take in the words and thoughts in a simple, straightforward manner. That’s one reason it’s so important that we write with care—and teach our kiddos to do the same.

Does Casual Writing Have Its Place?

This isn’t to say that everything we write needs to be pressed through the “grammar sieve” to strain out every wayward punctuation mark or imprecise word. I’m all for casual writing in the appropriate context, such as a quick note left on the kitchen table or a slapdash email to a friend. And I truly understand typing errors we all make when our flying fingers transpose a couple of letters or we miss the “shift” key. 

But when a piece of writing–even a casual email or comment on a discussion board–contains pervasive errors, keyboard accidents can no longer be blamed. As an example, here’s a simple snippet from a blog comment I came across some time ago:

now i know its been WAY to long!! the only one I can reckonsie is Alvin and thats because hes a boy! I so need to come a visit ya’ll this summer and see the family, its been to meny years

Oh, dear.

Judging a Book by Its Cover

Our writing can reveal certain things about us. For example, what conclusions do you draw about this particular writer based on her one little writing sample? Is she kind? Friendly? Most likely. Educated? Careful? Attentive to detail? Probably not.

Granted, careless grammar doesn’t bother everyone. People who don’t use proper grammar and spelling themselves won’t know (or for that matter, care) whether you or your children use proper grammar and spelling.

But many people are pretty picky about such things—college admissions folks and employers among them. Your student’s writing may be judged and perhaps even rejected simply for failing to stick to conventions. Why?

• Valid arguments lose their credibility and impact when the text is riddled with typos and grammatical errors.
• Spelling errors and poor grammar can suggest that a job or college applicant is sloppy at best and ignorant or uneducated at worst.
• If an employee is not attentive to detail in emails, reports, or memos, the promotion may go to someone who is. 

Conventions? What Conventions?

OK, I admit it. It’s hard for me to write anything—even an e-mail—without editing and revising it a dozen times. I’m sure part of that comes from being a writer and an author of a writing curriculum. I feel like my writing is always under the microscope, even when it’s not.

This doesn’t mean everyone has to be that way. A quickie email to a good friend can have a bunch of sentence fragments and a misspelled word—and in that context, who really cares? But when writing is up for public scrutiny—even on a discussion board—and you hope to be taken seriously, you’ll want to give as much attention to convention as to content.

Find the Errors

Just for kicks, scroll back up to the writing sample and see how many errors you can find before you read my list below. There are a lot! Even better, ask your children to edit it. It would make a great lesson.

Here are the mistakes I found.

• now – should be Now (as in: Now, children, a sentence always begins with a capital.)
• i – should be I
• its – missing apostrophe (it’s)
• to – should be too
• !! – never use more than one exclamation point
• the – see #1
• reckonsie – should be recognize (as in: I almost didn’t recognize that word.)
• thats – missing apostrophe (see #2)
• hes – missing apostrophe (notice a pattern here?)
• a visit – and visit? for a visit?
• y’all – I’ll give her this one since it’s a casual note.
• comma splice – …see the family; it’s been too many years. Or …see the family. It’s been too many years. Or …see the family because it’s been too many years.
• its, to – see #2 and #3
• meny = should be spelled many (as in: Goodness! I’ve found so many mistakes.)

So . . . how’d you do? Did I miss anything?

The “Final Draft”

Here’s the gussied-up version—with proper grammar, spelling, and punctuation:

Now I know it’s been WAY too long! The only one I can recognize is Alvin, and that’s because he’s a boy! I so need to come visit y’all this summer and see the family; it’s been too many years.

The friendly sentiments shine through, don’t they? It’s like cleaning soot from a window. Instead of zeroing in on the grimy, dirty pane, we can focus on the cheerful scene beyond the glass.

Just as cleaning up grammar, spelling, and punctuation errors greatly enhanced the message above, editing and polishing our own writing can clear the way for our message too. So make it a point to teach your children proper writing conventions, because words—and the way we write them—matter.

. . . . .

Don’t forget to enter our Words Matter Week haiku contest. Deadline is Sunday, March 7, 2010.

Last week we talked about skills and tools a student can use to make his writing more interesting. As we continue this series on 10 Stumbling Blocks to Writing, today’s focus turns to a very common writing issue.

Stumbling Block #3

Problem: Lack of motivation.

Solution: Provide a wide variety of writing experiences as well as flexibility of topic choices.

Offer a Varied Writing Diet

Uninteresting or irrelevant topics often produce unmotivated students. One solution? Give your child greater options. Don’t limit him to one kind of writing, like essays or factual reports. Instead, vary his writing diet so he feels more motivated to write!

• Offer experiences with descriptive, informative, and narrative writing. Let him describe people, places, foods, and objects.
• To dabble in expository writing, encourage him to explain a process, write short reports or biographies, or write news articles.
• Teach him to write narratives from varying points of view or in a different voice or tense.

Allow Freedom to Choose Topics

As I mentioned in last week’s blog, try give your less-than-motivated student a bit more flexibility of topic choices. Nothing stifles creativity like saying, “You MUST write about this.”

I’m not saying your student should run the show. After all, you’re still the teacher! But if you’re teaching a particular kind of writing, such as describing a place, you can give freedom of choice—anything from a baseball stadium to a tea room, from a mountain wilderness to a busy street corner—while remaining within the lesson’s framework. It’s the best of both worlds when you establish some parameters but offer freedom too. When your child feels more “ownership” of the subject matter, you’ll find he’s much more likely to invest himself in the writing.

Tie Writing to Other Subjects

Also, incorporate writing across the curriculum whenever possible. Instead of teaching writing as a separate subject, writing across the curriculum lets you dovetail writing instruction with your study of history, literature, art, music . . . the opportunities are endless.

Write with Delight

And consider delight-directed learning, which allows your student to explore a favorite topic—hobby, sport, historical period, whatever his passion—and write about it in many ways:

• Using vivid description
• Explaining a process (“how-to” composition)
• Writing stories and narratives
• Writing essays and reports
• Developing news articles

The beauty of delight-directed learning? Each writing project focuses on a different aspect of your child’s topic of interest, whether it’s Legos, gardening, horses, or antique guns. You may grow tired of reading essays, stories, and reports about Tiger Woods, choosing a golf club, the history of golf, and “My First Hole in One,” but if it means your student is writing . . . well, rejoice!

To see if limited writing vocabulary is an issue for your student, check out Stumbling Block #4.

2009 © Kim Kautzer. All rights reserved.

. . . . .

If your writing curriculum limits your student’s writing experiences or stifles topic choices, you might want to take a look at WriteShop I for your 6th – 10th grader. Each lesson provides the framework for a particular kind of writing but gives the student options to pick his own topic.

Golf ball photo courtesy of Stock.Xchng.

As promised, today begins our series on 10 Stumbling Blocks to Writing. Each Monday for the next 10 weeks, I’ll offer solutions to common problems that can hinder your student’s writing. Ready? Let’s jump in!

Stumbing Block #1

Problem: Students lack confidence due to poor guidelines and unclear directions or expectations.

Solution: Provide boundaries and direction.

In his book Dare to Discipline, Dr. James Dobson reports the findings of an interesting study done on school children during the early days of the progressive-education movement. Apparently, an enthusiastic theorist decided to take down the chain-link fence that surrounded the school grounds. He thought the children, who clearly enjoyed exploring the enclosed yard, would feel even more freedom of movement without that visible barrier surrounding them.

But here’s the curious thing: When the fence was removed, the boys and girls huddled together near the center of the play yard. Not only did they not wander away, they didn’t even venture to the edge of the grounds.

This little experiment served to reinforce a simple truth: There’s security for children in defined boundaries.

Establish Boundaries

What does this have to do with writing? Well, giving your student a blank page and saying, “Write about whatever you want!” is no different from plunking these kids down in the middle of an unfenced playground.

Instead, position him for success by setting boundaries for the composition. One idea is to limit its length. This helps your struggling 12-year-old son relax a bit. (”Hey, Buddy, you only have to write five to seven sentences.”) He will be less likely to freeze up if he knows the lesson parameters.

But it also helps your wordy, rabbit-trailing 15-year-old daughter write more concisely. By limiting her to one paragraph of five to seven sentences, you’re training her to choose her words more wisely, thus avoiding tangents.

So as you can see, the same idea will work to the advantage of both kinds of writers: you’re offering the writing-phobic child safe boundaries while establishing clear limits for your rambler.

Provide Topic Options

Giving your child a specific writing topic further adds to his security. Remember not to assume that if a child has freedom to write about anything he wants, his little pen will skip across the paper like an eager lamb! As I said earlier, this tactic usually backfires. At best, that kind of freedom frustrates some struggling writers, while sending others into a nosedive of absolute terror!

I promise you—it’s much better to offer concrete topics they can choose from. Instead of saying “write about a food,” suggest they use their five senses to describe a taco, cinnamon roll, pizza, or ice cream sundae. You’re still giving choices but within the confines of a safe perimeter.

Give Clear Directions

And finally, provide step-by-step instructions to build confidence. It’s not enough to tell kids to write; they need to learn how to write. Giving open-ended or fuzzily worded assignments will only contribute their frustration. Instead, whether you create your own writing assignments or use a prepared curriculum like WriteShop, make sure your child knows exactly what’s expected of him.

Example A: Poor instructions:

Describe an object. (Or, pick an object and write about it.)

Example B: Clear instructions:

1. Choose an object that you can hold in your hand. Do not pick a food, an animal, or a person.
2. Carefully observe your object. Brainstorm about it, listing everything you can about its features. Consider appearance, color, size, shape, texture, smell, and sound.
3. Look closely for details, including imperfections and flaws.
4. Write a 5- to 7-sentence paragraph describing your object. (Do not explain what the object is used for, and do not tell a story about it.)

Derek was an 8th grader whose first composition for our writing class consisted of two pitiful sentences. But within weeks, with clear limits and guidelines such as these, his confidence blossomed and he became one of the strongest writers in the class. For your child as well, clarifying your instructions may be all that’s needed!

Bottom line? With a few easy-to-implement solutions, you will help your student feel more sure of himself. The result? He’ll perform better when he knows just what you—or the writing assignment—expects of him.

Next week we’ll look at Stumbling Block #2: Lack of skills and tools to make writing fresh and interesting.

. . . . .

Are you frustrated with your writing curriculum because it doesn’t provide enough boundaries for the composition or offer detailed student instructions? Then consider award-winning WriteShop I for your 6th – 10th grader. You’ll love the step-by-step instructions, topic suggestions, and structure that inspire successful writers!

Sigh. Once again, it’s “writing time” at your house.

During the past hour, your reluctant writer’s paper has become riddled with scribbles and smears. And e-v-e-r-y time he erases with frustrated vigor, a tiny hole appears in the middle of that gray smudge. As the hole grows larger, his mind freezes up and closes in. Then the laments begin:

• What do I write about?
• Where do I start?
• How long does it have to be?
• I’ll never think of something.
• “I HATE WRITING!”

There’s so much frustration behind those blinked-back tears. And you know what? It’s not just kids who experience it—YOU struggle too.

Why Is It So Hard to Teach Writing?

Teaching writing is one of the biggest hurdles homeschooling families face. First, parents can feel insecure, inadequate, and under-equipped. For many of you, teaching writing ranks right up there with a trip to the dentist. Although we know the importance of passing on this skill to our students, so many excuses stand in our way!

• How can I teach if I never really learned to write?
• I don’t write—I’m just a math-science person.
• What if I don’t know how to grade a paper?
• Writing comes easily to me—but I don’t have clue how to teach my kids.

Second, children are often paralyzed by writer’s block, fear, and perfectionism. Most students want to write a paper once and declare it done. They hope we’ll rave over it and accept it as a finished product. The smallest hint of suggestion from Mom sets off howls of protest: Why can’t I leave it this way? You never like anything I write!

Blank paper, reluctant child, and insecure parent—combine these three ingredients together and I pretty much guarantee that your hopes for teaching writing will fail.

Let’s face it. It’s easy to keep pushing writing to the back burner with intentions of getting to it “someday.” And for many, “someday” has come and gone, and now you have:

• a high schooler who can’t write;
• a panicked mom burdened by guilt;
• and the infernal blank page that taunts you both.

10 Stumbling Blocks to Writing 

We need to 1) recognize some of the most common stumbling blocks that stand in the way of your child’s success, and 2) determine how your writing program can help. Take heart! These stumbling blocks are neither so heavy that they can’t be moved, nor so tall that they can’t be scaled.

Here are the ten stumbling blocks we’ll be looking at:

1. Lack of confidence
2. Lack of skills and tools
3. Lack of motivation
4. Limited writing vocabulary
5. Perfectionism and self-criticism
6. Laziness
7. Procrastination
8. Worry about criticism from mom or dad
9. Wondering what’s the point
10. Learning difficulties that interfere with the writing process

Over the next few months, I’ll talk about each of these in greater detail and give you some ideas of how to help your student overcome them. Most of my suggestions will be aimed at older students (5th or 6th grade through high school). Still, parents of younger children will find tips and suggestions that you can apply now. By doing so, you can begin to ward off some of these problems early on, setting your children up for greater writing success in the future.

Come back next week as we take a look at the first of these ten stumbling blocks and talk about ways you can help your student overcome each one in order to become a stronger writer.

Please share your thoughts: What’s your child’s biggest stumbling block?

(Leaving a comment at any “Stumbling Blocks” article enters you into our January drawing for a $25 WriteShop gift certificate. Increase your chances of winning by commenting here and again at each of the 10 upcoming articles, beginning with Stumbling Block #1 – Lack of Confidence.)

2009 © Kim Kautzer. All rights reserved.

Key: Avoid Comparing Your Child

It’s easier said than done, but as you teach your young child to write, try not to compare him with other kids his age. Just because little Susie could write phonetically at age four, or Johnny started writing sentences before your child could form the letters of the alphabet, relax! There’s no need to panic or stress.

Key: Children Develop at Different Rates

Fine-motor skills, like other stages of development, vary from child to child. Some budding writers, especially boys, will struggle with writing on a line, copying and forming letters, and putting their words and thoughts on paper. These skills and more come with time and patience. The development of a young child’s writing is best achieved through:

• Plenty of time spent on writing activities.
• Many opportunities to write during the school day.
• Focused instruction that builds from your child’s efforts. 

Key: Your Child Needs You

Clearly, young children cannot learn to write on their own. Even if you create an atmosphere rich with educational materials—story books, fancy papers, colored markers, a spelling dictionary, and a pocket chart—it’s not enough. To effectively develop basic writing skills, your child needs YOU—along with your example, encouragement, and daily guidance.

This season in your child’s educational development is an opportune time to teach and model writing within a warm, safe environment. As you progress through early writing lessons, you’ll find that repetition, routine, and consistency play a vital role in teaching basic skills. There’s no way around it—your involvement with your child during writing sessions is key to his or her success.

Teaching writing is one of the most daunting tasks homeschoolers face. But once you discover how to teach in measurable, objective ways, your confidence will soar. And guess what? When you radiate confidence, your kids pick up on it too!

Over the next few days, I’ll be offering simple, practical tips to help the writing atmosphere improve at your house.

Tip 1: Build confidence through guidelines and boundaries

Offer Topic Suggestions

Many children fear the blank page. But believe it or not, saying “Write about anything you want!” actually contributes to the problem. Instead, suggest topics while still giving freedom.

• Let your student write from observation or personal experience. It’s easier than making up stories.
• When possible, let him write about things that matter to him so his passion shines through. If the topic bores your child, his readers will yawn, too.

Set Boundaries

Make sure the assignment includes clear expectations and instructions. Your child should never have to wonder, “What, exactly, am I supposed to do?”

• Define the nature of the composition. Is it a descriptive writing assignment? Narrative? Biography? Book report? Be clear with your student so he knows what you expect.
• Limit composition length. If a reluctant student knows he only has to write one five- to seven-sentence paragraph, his confidence gets a boost!
• Give step-by-step instructions. Unclear directions create anxiety. It’s not enough to just say, “Write.” Kids need to know how to write, so you’ll have to guide them through the steps. If you need help teaching the writing process, look for writing programs that give this type of guidance.
  • Early elementary: WriteShop Primary
  • Late elementary: Wordsmith Apprentice
  • Middle and high school: WriteShop I and WriteShop II
• Provide a list of required elements, such as:
  • Describe the object but don’t tell a story about it.
  • Use one simile.
  • Begin a sentence with a prepositional phrase.
  • Find synonyms for uninteresting or overly repeated words.

Also see Writing Tip 2: Process vs. product, Writing Tip 3: Write often, Writing Tip 4: Wise Feedback Makes a Difference

Here’s something almost everyone can agree on: writing is one of the most intimidating, scary, overwhelming subjects to teach.

You struggle with your own inadequacy of never having been taught to write. Or perhaps you’re an intuitive writer who has no clue how to teach your children. Plus, writing just seems so stinkin’ subjective? How do you grade a composition effectively without making random stabs in the dark?

Then there are the kids. So many of us have children who live in terror of the blank page. Even if they’re verbal and always seem to have a lot to talk about, it just never manages to translates to their writing. It’s as though they’re crossing a bridge between Brain and Paper, but along the way, half of their ideas tumble off the bridge and into the canyon below (along with everything you ever taught them about spelling and grammar).

Our twofold goal at WriteShop is to equip parents to teach with confidence and to encourage students that writing doesn’t have to be scary or hard. Though we carry materials for a variety of ages, today I’m going to zero in on our flagship program, WriteShop I.

Who Can Use WriteShop I?

The beauty of the program is its flexibility and ability to encourage success in a wide range of students, whether they’re struggling seventh graders or articulate, motivated sophomores. Each student improves according to his or her own ability, depending on factors such as age, vocabulary, maturity, and life experience. Students are not measured against one another; rather, their work is evaluated based on each lesson’s expectations.

Working with Different Levels

A tenth grader with a mature writing style and broad command of language may easily earn an A on a given paper. But an eighth grader with a limited vocabulary and little writing experience can also pull off an A on the exact same composition. Why? Because working at their own level, both students can follow the directions and meet the lesson’s expectations! Sure, one paper may be stronger—more interesting, descriptive, or stylistically mature. But it doesn’t make the other paper bad.

Both types of student will grow in their writing abilities. Both will learn to brainstorm effectively, organize their writing, self-edit and revise, and submit to parent feedback. Through this process, the tenth grader will hone her style, learn to write more concisely, and develop a stronger vocabulary. The eighth grader will begin to write longer, more concrete sentences, and discover some new sentence variations that make his writing sound fuller, richer, and more alive.

Help for Parents

For parents, we’ve tried our best to make WriteShop user-friendly. If you start with our Basic Set, it includes a wonderfully resourceful Teacher’s Manual as well as a student workbook. Where editing and grading writing has always seemed so subjective, we’ve made it as measurable and quantifiable as possible so that you can really, truly offer objective input—regardless of your own confidence or experience. And you can always email us or give us a call if you have questions or need encouragement.

Suggested Placement for WriteShop I

• 5th grade or below: It’s best to wait a year or more before beginning WriteShop I. For 4th-6th graders, consider Wordsmith Apprentice or WriteShop Primary Book C.
• 6th grade: Proceed into WriteShop I with caution, holding off another year if the student is reluctant (and try the above resources instead). However, for a strong 6th grader who loves to write, is pretty motivated, and has good basic writing skills. WriteShop I should be a good choice, especially if you take two years to go through the program.
• 7th-10th grade: The average student in these grades can launch right into WriteShop I regardless of past writing experience or skill level. The program works for almost every learner in this age range.
• 11th-12th grade: Older students can certainly benefit from WriteShop I, but we usually recommend starting them directly in WriteShop II. Or, you can use WriteShop I during the first semester and WriteShop II during the second. However, if your student plans to take the SAT at the end of the junior year, you’ll probably want to use WriteShop II, which teaches both standard and timed essays.

I hope this sheds a little more light for those of you who are deliberating about a writing program. There’s a lot to think about, and I know it always helps to go into a new situation with as much information as possible.