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In expressive writing, poor punctuation and grammar is not an issue. It serves as a way for the writer to express their emotions and emotional experiences in writing.

This can benefit the writer by allowing them to write and therefore in a way, control their own narrative.

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Implement Pre-Writing Strategies: Encourage the use of semantic mapping or mind maps to help students organize their thoughts and structure their ideas before they begin drafting. This aids in developing a clear focus and logical flow.

Integrate Creative Expression: Utilize art as to help engage students' creativity. This can involve using visual or artistic prompts to spark ideas or having students create a visual representation of their work, which can deepen their understanding and connection to the text.

Employ Multi-Sensory Techniques: Incorporate multi-sensory learning using physical props, objects, smells, sounds to inspire descriptive writing and help students fully immerse themselves in a topic. This can make abstract concepts more concrete and enhance detail in their writing.

Establish a Routine for Practice and Feedback: Daily practice writing combined with a robust receiving and giving feedbacks from teachers on their work. Consistent practice builds fluency, while timely, constructive feedback is crucial for identifying areas for improvement and refining skills.

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Today's lecture, on writing. Reminds me that my own writing is similarity of a doctor, only God can read. Dr Liz mentioned on what writing is all about. Writing is a process, and it is about communicating on how your writing is able to be read by the audience. How a basic framework of planning, wiring and revision is always back and forth. A mind map to form the story in one person to get the message across and providing feedback is to write to an audience always and it must have a purpose why it is written. To be a proficient writer you will need to teach the process and purpose.

Our Tutors explain how to apply and how important WAM is to access student handwriting as SENO.

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My takeaway from this lecture is that the student’s ability to write do have some correlation with student’s mental health. Students must find the reason to write as it is important. Writing is able to help promote positive emotions. For example, if the student is able to write a journal, they will be able to regulate their emotions by writing them down and it helps to serve as a platform for student to vent their feelings.

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It is also interesting to see that the strategies shared are quite similar with each other. The strategies that can be used really depends on the needs of the student and what will interest the student. I also find the strategies useful for myself as i am currently writing my assignments and the strategies are very applicable on how i can improve on my writing, to make it succint yet interesting. I can imagine that if we are able to teach these strategies explicitly and by using multisensory modes with the student, it might benefit them too.

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I remembered my English teacher having us go through the mind-mapping, drafting , peer revision and then submitting the final revised copy for composition. It was a fun process, I was able to take time to craft my story, have my friend read it, she also gave me feedback on how interesting it was and of course some cool vocabulary she thinks I can use to better expand upon my story.

Likewise, when I read my classmate's writing, not only do I get to read a potentially good story,  I am also able to take away some good learning points ; be it the plot, the structure , vocabulary that I can make for my future use!  This whole process was so fun and great learning for us, the usual sigh before class or assignments was seldom heard of!

It was a PROCESS of learning and sharing, and not just a means to and end; writing just for grades.  This is exactly what we learned in class today!  Learning to write can help with learning to read and vice versa,  nothing is learned in isolation ; everything is connected!

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My takeaway was how closely writing and reading are linked. I used to think that improving students’ reading skills came mainly from reading more, but I learned that teaching writing explicitly can also strengthen their comprehension and fluency. The idea that writing about what students read, through summaries, reflections, or answering questions can deepen their understanding really stood out to me. It made me see writing as a powerful tool for learning across subjects, not just as a language task. This encourages me to include more purposeful writing activities in my lessons, even in non-language areas.

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I love writing.

It helps with organising my thoughts, enhances memory retention and is therapeutic at times. In the earlier years, I find writing a cumbersome experience. This is probably due to multiple skills involved in developing sentence structures, comprehension and vocabulary. The Science of Writing states that effective writing instruction has been proven to improve reading comprehension and fluency. The more one writes, the better he will be.

One strategy for emergent writers is to provide a framework for writing.

Using the Paragraph Hamburger Organiser, it breaks down the structure of the paragraph as top bun: topic sentence, the meat: content, examples and counterarguments and bottom bun: concluding summary of the paragraph.

Adding to this strategy is the concept of Framinng Paragrahs, which helps with the Writing.  The details of this strategy have already been said earlier. Using these 2 strategies allows the writer to orgainise chunks of ideas into paragraphs which may have a flow through them. This also allows emergent writers to develop a structure in their writing.

To write better, the student would need to revise in their writing. Another technique that can be applied is using the ARMS strategy. The writer could Add, Remove, Move and Substitute, ideas, words, and paraphrase descriptions, new ideas, etc etc to further enhance their writing

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It is important to give students many chances to write. For example, writing a letter to the teacher and getting a corrected reply can help them learn proper grammar and writing skills. Writers should always think about who will read their work and write with that audience in mind. Teachers can also set a fixed time for writing and clearly teach the basics and purpose of writing.

Writing can bring out both positive and negative emotions. A meaningful activity is to let students write down their negative thoughts, crumple the paper, and then write positive thoughts in a “Happy Book.” This reminded me of how my dad encouraged me to keep a diary to express my feelings. It helped me think more clearly and improve my language skills. The Paragraph Hamburger is also a useful tool to help students organize their writing better.

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The RAFT strategy is a good tool to help students understand their audience, purpose and format and guide them to write meaningfully by breaking down the tasks into smaller parts.

Intentional marking is a good practice to focus on one aspect of the writing each time and provide meaningful feedback.

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That reading and writing comes and in hand. From now onwards, I’ll make sure to include both into my lessons 👍

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When I saw the topic for today's lecture, I thought supporting writing difficulties at the text level is mostly about teaching students strategies to write essays. I was quite surprised to learn that it is beyond that.

One of my positive Aha moments was when Dr Liz shared about her "Letters to Ms Ow-Yeong" initiative. It was nice to know that even students with poorer literacy skills benefited from it — writing the letters gave them an outlet to express their thoughts and emotions while improving their writing skills over time as well.

As SENOs, we may encounter students who are resistant to writing as it has always been linked to academic assessments. Having a similar initiative where our students are given a platform to freely write without the pressure to conform to 'correct rules', may have several benefits beyond improving their writing skills.

First, it  can give them a safe outlet to release their emotional baggages especially for those who come from complicated backgrounds. This may also help them in developing emotional regulation skills. Secondly, having a back-and-forth letter writing process shows them that writing has a communicative purpose, not only to complete assignments but to express their ideas to an audience (us). Additionally, by responding to their letters, it models proper writing to students without being too overt about editing their work. Finally, it also helps us establish good rapport with the students. Keeping the communication line open lets the students know that they have a trusted adult who cares about them at school. At the same time, it also allows us to get to know our students better beyond the weekly withdrawal sessions.

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Expressive writing improves one’s mental wellbeing. We don’t have to worry about it being ‘correct’. Rather, it’s the action of writing that helps.

Love the idea of a happy book because gratitude truly helps. Especially since we are always focused on negative parts in our lives.

And the idea of writing the bad thoughts and crumpling it is super symbolic.

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It was interesting to know that writing could help with reading and it does not be the last to be taught. Getting students to practice writing need not be done only for academic purposes but through leisure platforms  like writing letters to their teachers.

I thought that the strategies shared were interesting and applicable!

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I have learnt that having students write more often can help improve their writing proficiency. Encourage them to understand that there are meaningful reasons to write such as exploring their creativity. Providing purposeful writing tasks can motivate students to write more and improve over time.

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Usually students associate writing with academic work like writing compositions and not many associate writing with improving mental health. Using this benefit of writing, I can have students to write or type about anything that they want, e.g. things encountered when they were out, how they feel about their school, friends and family. Students can use writing as an outlet of their emotions and at the same time, improving their writing with my feedback as well.

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*Think positively that - Homework is a way of checking in.

The idea shared about writing letter is good - old school way (pen pal)

student write letter to teacher (Teacher reply letter by replying the exact content in correct phrases)

Frequent intentional feedback is important

*Writing must be write to an audience – writing for a purpose (e.g. tone is different) Reader sensitivity

*happy Book – write something that makes you happy for the day (aha moment) - I think I can start this with my own boys. When life gets tough, read the happy book

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Teaching writing involves giving explicit steps and examples, helping students learn how to plan before writing using tools like planning thinking sheets, giving focused feedback (no overcorrecting). Encourage writing beyond academics, e.g. keeping a journal about positive moments. I love the exchange of strategies with my coursemates - 2 other strategies I learnt: ARMS (Add, Remove, Move, Substitute); COPS (Capitalisation, Order, Punctuation, Spelling).

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Write daily, tap on Pen PAL. Use COPS checklist, use Hamburger organiser

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Many of our students consider writing as burdensome and only write when it comes to homework. However after the lecture, I learnt that writing is important in improving student's comprehension and also has benefits in mental health. Many of our students gets lost when writing tasks are assigned as hey are unsure of where to start writing. It shows how important explicit teaching of writing strategies are necessary to help students learn the writing process and to plan their writing. Opportunities to write with a target audience (such as letter writing) allows student to understand the reason and importance of writing, helping them to know that writing conveys meaning and their thoughts. By encouraging our students to plan and write, it helps them to have deeper thought processes.

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I realised that the science of writing is not just about producing a final product, but about building writing habits and thinking skills through daily exposure. Writing should be taught alongside reading, and students learn better when they write about what they read, learn explicit writing skills and processes, and write more often.

Learn also about strategies to help students become proficient writers as well.

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During the random group sharing, our group members shared different writing strategies, including RAFT, COPS, and ARMS. After exploring how each strategy works, we see how they interconnect and can be applied in complementary ways. This reminded me of the lecture discussion on how integrating multiple strategies provides students with a more effective and engaging learning experience, rather than relying on a single, isolated approach to teaching writing.

Additionally, I found it insightful that incorporating “private text” moments between students and teachers not only enhances students’ reading and writing abilities but also helps build positive relationships and emotional connections among them.

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Li Hoon

Writing is a process. It can help students improve their reading ability. Writing can also create positive emotions in students. I like the idea of getting students to keep a happy book. I think it would be useful when interacting with students whom I am meeting the first time.

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Some of my key takeaways:

Reading, writing and comprehension are interrelated.

Writing does not happen in isolation.

Writing can be used as an outlet for emotional expression.

Frequent writing can help in building writing skills, improve vocabulary, and strengthen comprehension skills.

Many writing strategies were shared, such as;

1) Role Audience Format Topic (RAFT)

2) Framed Paragraph

3) Add Remove Move Substitue (ARMS) for editing

4) Teach Revision

5) Paragraph Hamburger

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I agree that many students write for the sake of academics, which can jeopardise the art of writing. Writing should be enjoyed as it is a good form of expressing oneself, also to release stress.

The various strategies, namely ARMS, RAFT, and Hamburger, shared among groups are also interesting.

Students should be taught the various strategies since young and not be pushed for good writing yet. Only when they are given time to learn to write, will they have the courage to express freely through writing.

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It’s interesting how we can encourage students to write by penning down letters, using art and multi sensory models either by making/doing something. Likewise, I find that C.O.P.S. checklist is a helpful guideline to check through one’s essay as it ensures if you have capitalized the first word of each sentence, order of words in the sentences, correct punctuations are being used and there’s no spelling errors.

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Writing is a process that not only helps with reading but also emotionally. Importantly, to write better is to write more strategically. To improve grammar and ideation, some strategies include RAFT, the Hamburger technique, COPS. Some ways that I thought I could incorporate writing as naturally into my class as a SENO includes journaling, or even writing notes to me to clarify things that they are unclear with.

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Reading and writing are goes hand in hand. It’s important to give students meaningful writing opportunities and use multisensory approaches to support learning. Regular, constructive feedback helps them grow as writers. Of the strategies I learned, the COPS editing strategy stands out as simple, memorable, and practical. Above all, writing should be purposeful so students understand why they are writing and can express their ideas effectively.

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An aha-moment I had was how writing can help students to have more interest in writing when there is a reason to write. I see value in how writing to a teacher can help me and my students to look forward to the teachers' feedback and feel more motivated to write as I/the student can see purpose of writing. It also relates to how journalling can be a form of self-care activity, and writing can help with mental health.

Sharing and learning about the different writing strategies allowed me to learn how the RAFT writing strategy, ARMS strategy for revising and COPS checklist can be used sequentially to support the students with writing.

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i learnt about ARMS and COPS strategies for editing have similar concept of order and substitution words and the sentence structure..

writing can be done in a fun way so as students will love it and not dread it.. the letter writing is a very good idea to not only build rapport w the student but also subconsciously correcting their english

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the letter box to Ow Yeong idea was striking and I love how it achieves both rapport building and writing practice (embedded in a relational context)

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The different components of literacy works in tandem to improve each other. The science of writing says that writing is not a task that is at the end product rather something that we can weave in the lessons to help in improving reading.

Writing is a process with many steps.

I also learnt about the different strategies. I thought the group I was sharing with was a great mashup: frame paragraph, RAFT & COPS. It seems like a good progress to use in writing.

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It was very interesting to hear about the Ms Owyeong's Letterbox. It is such a good way to motivate students to write where the agenda is not about submitting homework, getting a grade, but to cultivate a love for writing.

I also like the contrast of strict marking of content on "grammar" versus the one which gave feedback on the content subject. The latter about feedback on content subject invites the student to further think about his content subject, whereas the prior on strict marking can discourage the student.

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It is interesting to hear how Dr Liz encouraged her students to write and post their letters in their class' letterbox. I find that very therapeutic for many and I am sure it benefited many students. I wished I had that before!

I learnt on this new writing strategy-COPS checklist. It consists of Capitalisation, Order of words and sentences, Punctuation and Spelling. It is a good checklist for students to edit on their 1st draft before their final work submission.

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Writing is a skill that improves the more time and practice is put in.

Improves Clarity of Thought
Writing forces you to organise your thoughts logically, and also increases clarity

Boosts Memory & Learning
Writing things down helps reinforce what you’ve learned and improves memory retention.

Enhances Creativity
Regular writing helps increase creativity, especially when you're free-writing or storytelling.

Reduces Stress & Anxiety
Journaling or expressive writing can be therapeutic, helping you process emotions.

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The Science of Writing talks about several benefits of writing. Although it may seem like a chunky task, when broken down into components using various strategies, this can be more palatable for students. Writing should be taught explicitly and in conjunction with teaching of reading and spelling - none of these should be taught in isolation.

There are several ways to improve writing, one of which is through regular writing (e.g. 30 mins everyday). However, it alone is not sufficient. It should be accompanied with guidance and explicitly teaching on writing strategies, techniques, and skills, followed by an opportunities for students to apply what they learned in their writing. Tone should be kept positive and fun to maintain students' motivation.

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One takeaway for me is that the reading, spelling and writing are all interconnected. Being able to write will also help improve their reading comprehension.

We should explain the purpose of writing so that it makes it more meaningful for the student.

When we are teaching writing, we want to be very explicit. We should show the student first how it is done (modelling) before doing it together and eventually for the students to do it independently.

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When there is lot of spelling errors then ignore few and pick up those which needs serious attention or has serious issue hindering further development. Writing can create positive emotions. Give meaningful feedback. Avoid putting cross in red pen instead circle and write the correct answer.

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I learnt that writing can be made to be interesting through different means such as letter writing, journaling, or writing diaries.

When giving feedback about writing, it should be meaningful to encourage writers to continue to be motivated to write rather than being critical and nitpicky about small details.

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Writing can help with reading & comprehension. It’s not a process at the end but it is so beneficial especially on one’s emotions. It was interesting to see how important it is to have adequate opportunities to write every day. Formative assessment can be carried out to inform and differentiate instruction.

Good feedback is also important in developing the students’ writing. Try to focus on the important areas that the students need to learn and minor errors can be put aside temporarily.

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Writing for a purpose!

Make the process of teaching interesting!

Writing benefits the student’s reading comprehension and fluency.

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Writing regularly can build writing skills and confidence in writing.

Low-stakes, informal writing activities can help to frame writing as a fun, expressive activity, rather than an assignment/for assessment.

Awareness of purpose, audience, and context is important for writing.

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Writing regularly can build writing skills and confidence in writing.

Low-stakes, informal writing activities can help to frame writing as a fun, expressive activity, rather than an assignment/for assessment.

Awareness of purpose, audience, and context is important for writing.

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Key takeaway: give intentional feedback. Think of which area to correct, and select the bigger issues.

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Teachers have an important role for student to learn writing. Explicitly teaching the students and going through the different points to empower them with the skills needed to be better writers. Having to go through with them the different stages of planning -> drafting -> revising. The whole process is a learning journey for the students to grow and hone their skills in writing. The constant revisions will also result in more reading creating a cycle for constant improvement.

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Good to write for 30 mins everyday!

Important to keep giving feedback while they are writing

Many ways to help our students become proficient writers, like teaching foundational skills , teaching the writing process

One example of a strategy is the hamburger method. When writing, you need an introduction, the middle part and the conclusion.

Make writing fun to motivate students to write - can use art or multisensory modes

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How can we tech teaching?

- consistency

- homework --> check for understanding

- frequent feedback -- > corrects the mistakes, in sentences. . . (Focus on the target intended for improveing, just grammar/vocabualry/sentences structures.)

how can our studengts be proficient writing?

- write a journal, be expressive

- write to expressive negative thoughts, to eliminate the negative by crushing/shredding it

- write for a purpose/reason

- write more oftern

2 startegies

-framed paragraph

-RAFT

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I realise there are many different ways that we can teach children how to start writing and the reason to do so.

My aha moment is knowing we can encourage our child to write better by using the frame sentencing method. We can start by writing short sentences instead and scaffold their learning by giving examples and topics.

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The science of writing

learning to write can help students to read

reading and writing processes are integrated

How the students write about they they read?

Write a response to a text

Summarise a text in writing

Write notes about a text

Answer questions about a text

Strategies to help improve writing

ARMS strategy

Hamburger

COPS checklist

RAFT strategy

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I liked Dr Liz’s idea of having a letterbox with students as it is writing embedded in a fun activity - so that students do not see it as a dread and they are also more motivated to write.

I think I would love to think of other ideas similar to this to help my students to write in the future

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Learning to write can help students learn to read; nothing is done in isolation

Nurture students’ interest in writing by incorporating fun activities, making it part of a routine and helping them see the meaning of writing

Some strategies learned today: RAFT, ARMS, Hamburger

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I learned that writing and reading should not be taught in isolation. For students with reading difficulties, I tend to focus on reading first before slowly incorporating writing activities as writing might seem like an additional demand. However, I learned that I can make writing activities fun. It is also important to help students understand the purpose of writing

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Letterbox to write to teachers: Writing as purposeful and for communication, provides a good platform to improve TSR and get to know students, for students to share any concerns or worries they may have. Also offers a way for teachers to model sentence construction or phrasing of ideas in a non-threatening way.

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Daily practice in writing such as writing diaries, journals or even blogging help us become proficient writers. Of course there are basic framework that we need to adhere in our writing process. When we write more it benefits our reading comprehension as well. So why not start our process of writing by starting small steps in jotting down on post-it notes to jot our ideas and start expanding our vocabulary and improve on sentence structures.

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To encourage students to write, it is important to spark their interest and not just about writing a composition

To break down writing, it is important to give students a writing structure such as a template

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Writing doesn’t have to be boring and can be fun when we feed on the student’s interest and incorporate different elements into it; like mind mapping, framed paragraphs. This ensures that the learning is still informative but still interactive and engaging.

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learning points:

1. writing process includes planning, drafting, reviewing with peer guidance and teacher feedback

2. giving specific feedback for writing is important

3. writing can be encouraged through daily activities and built into routine eg. letter box to write to pen pals or post-it notes as exit tickets

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It was very interesting to learn that writing can be therapeutic. I especially liked the idea of getting students to write letters to us or their friends and giving feedback in a gentle way. I recall keeping a journal which I shared with my form teacher weekly that helped me work through my emotions during my upper secondary years. I also remember my EL teacher teaching us the process of writing.

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Writing needs practices in order to improve. The more you write the better the writing but need someone like a teacher to assist with revision and explicit writing instructions so you know the areas to improve e.g. grammar, content, story plot etc. Writing can improve reading and vice versa.

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One takeaway is how writing can help support comprehension and reading. It drove home the idea of holistic teaching and refraining from teaching in isolation. The example of writing before and after a lesson (even if it is just one word/short phrase) can cumulate into significant benefits in a student's language skills.

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Other than the flow of writing, punctuation and grammer checking is also important. We can use COPS to self check.

Writing is not used only for academic purposes. Writing can also be for other purposes e.g. writing a letter to a friend, cooking recipe. We can use the RAFT to help students identify different component before writing.

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We should encourage writing and this can be made into something fun for the students e.g. writing letters to you or their friends.

Some writing strategies we can use is the framed paragraphs for guided writing, RAFT for writing in context and COPS for revising and editing what has been written.

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I love how Prof Liz encouraged her students to write through the post-it exercise.

Then the Framed Paragraph is good for us to have a guided way to write. Sometimes we need starters and a way forward to write.

Writing small chunks daily definitely is good.

The way teachers mark writings now is also different from the way I went through last time.

Learning this also helps me to help my children better! Now the Rocket links is a splendid link to have!

I will pick out Prof Liz methods to practice in school once I posted to school.

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Weave in writing practices and make many informal assessments.

Make writing fun and separate it from the notion that it is just part of assessments/doing work.

Help the students find the reason to write instead of seeing it as meeting word counts.

There are strategies that can be implimented at the beginning, during and end of writing.

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Writing helps to improve reading, comprehension, and word fluency. Beyond academics, it is good for mental health too. Learnt about some strategies to improve writing as well - COPS and ARMS.

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Students avoid writing probably because the experience is not motivating for them. We can use strategies that are structured for students (e.g., ARMS, COPS), use visuals and multi-sensory tools to engage students and enjoy the process

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Learning to write can help students to read and comprehend. Science of writing and Science of Reading is connected to one another. Teaching reading and writing shouldn't be done isolation. Teaching how to write will help to improve reading and comprehension.

One of the writing strategy: Framed Paragraph is a guided template for writing and it's a good start for low motivation or low ability students to build on their writing.

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I learnt that writing not only helps with improving comprehension, but also with reading and also removing negative emotions. Its also important for the students to KNOW the purpose of why and what they are writing, instead of just writing blindly. I particularly loved the 'letterbox' example that we can use to help encourage students to write more!

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Writing is very important for a student’s reading comprehension and fluency. For students to improve their writing, it is best to have them (1) write about what they read to improve their comprehension, (2) teach the writing skills and processes to create the text, through explicit instruction and teaching them the writing process, and (3) have students write more often through fun ways like writing notes. For writing to be effective, we need to teach students to have well-developed plans so they can get good results in the first drafts, teach them revision and editing skills, and explicitly teach them text structures. Giving students effective and frequent feedback is also important - purposeful and intentional marking - to direct student’s attention to more serious issues in their writing.

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I learn writing has many benefits. Eg: take away negative thoughts

Reading and writing are interconnected as writing can significantly improve reading comprehension. Three core recommendations for writing instruction to enhance reading ability are:

1. Have students write about what they read – This helps reinforce understanding and improves reading comprehension.

2. Teach the writing process – Go beyond composition to include spelling, structure, and revision, which supports literacy development.

3. Encourage frequent writing – Activities like writing letters or journaling for fun can build writing habits and foster better reading skills.

Additionally, writing as homework can serve as a check for understanding and reinforce classroom learning.

I have also learn about ARMS and COPS checklists strategy for editing. I find these strategies helpful for students improve in their writing if they can read through their own writing twice to enhance it.

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The hamburger method shared by my peer is a good strategy for students to structure their essay. To help the students to better understand this method, they can try and identify the different layers of the hamburger(intro, etc) in a text that they are familiar with

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This lecture has brought up memories from my time in primary school. I think how I became competent in writing in my later years because of how my teacher in Pri school has always gone through the planning, drafting and editing phases with us in class. My aha moment is that writing actually does help in reading because I used to have a blog online… I think me wanting to write nicer and complicated vocabulary forced me to learn more words.

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Reading and writing are closely connected.

Learning to write helps improve reading, and learning to read helps improve writing.

They build on each other.

Students need to understand why they are writing. Copying isn’t real learning — they need to connect their writing to what they’re learning.

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Love for writing over reading: Not naturally drawn to reading, but writing, especially low-stakes, playful forms like witty raps, rhymes, and emcee scripts, makes writing fun and sparks creativity.

Experimentation and freedom: Informal writing allows experimenting with language, rhythm, and ideas without pressure.

Applying to teaching: Can use fun, low-stakes writing with students to encourage self-expression, creativity, and confidence.

Reflecting on habits: Understanding personal writing habits helps guide students in discovering approaches that feel natural and engaging.

Reading as support: Encouraging students to read fun forms of written media can inspire and improve their own writing.

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With regards to the Science of Writing, the three core recommendations are important as firstly the students are able to write what they have read which helps with their understanding. Next would be the explicit writing instruction to teach the writing skills and processes required to write. Lastly, having the students to write more often by generalising that activity to their other classes and making it fun and not obvious.

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I learned how writing can not only improve comprehension but spelling and fluency as well. It’s also important to be intentional and specific when giving feedback.

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Writing can be very cathartic for a person.

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writing can improve mental health?!👏🏻

can teach writing using ARMS strategy which complements the C.O.P.S checklist well.

there are a variety of strategies available to help our students become proficient writers.

hamburger strategy (top bun, middle filling, bottom bun)🍔 and ARMS strategy.

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Planning, writing, and revision is not linear. It is important to use different strategies in a holistic way so that students are able to practice the whole process of learning to write.

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Diary writing is a great form of instilling writing in children. I have seen a lot of results in diary writing since my primary school days and how it creates opportunity to also translate the written works into plays and theatrical “read out loud” sessions.

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One important takeaway for me is that improving writing does not always require a formal writing platform, which can be quite daunting. It was encouraging to hear that frequent writing, even in informal formats like letter-writing, penpal, and writing for mental health can still contribute to building proficient writing skills.

Explicit teaching is important - things like drafting, organising ideas, writing paragraphs, and editing are important for building strong writing foundation.

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-Writing is a process. Students tend to want to write a final product without drafting it first. Strategies such as the paragraph frame is useful to provide students with a template to plan on.

-Strategy I can adopt is encouraging journal writing where students can write freely about their topics of interest and ultimately makes writing enjoyable and thus increase their writing proficiency. It is also a good avenue for students dealing with any emotional issues where they need to “vent” it out.

-Specific and intentional marking is effective to point out areas of improvements that we want students to take note of.

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The lecture was useful in providing several specific writing strategies as listed on rocket science website, but what is more illuminating is that the crux of writing can be distilled into a basic framework. These include planning, writing, and revision.

For SEN students, emphasizing on a structure can be useful for them to internalise how to go about writing different types of tasks. Other fundamentals of functioning like behaviour management, social skills etc also touch on the same requirements as needed in teaching writing, such as frequent feedback, targetted advice, and motivation.

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Writing can create positive emotions, and it also can take away negative emotions, provided it happens in a safe place.