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Interactive Writing: Make Writing “Ours”: "Working demands of transcription affect both younger and older students when composing. Teachers can build independence through systematic and gradual release that helps students under-
stand how language works in print. For this reason, teachers often use interactive writing to support emergent writers. However, this shared-pen type of writing can be powerful in helping students understand how writing works at any age while supporting specific skills they need. Interactive writing can be done with a class, a small group, or an individual student. During interactive writing, the process of writing is visible for all students. The act of writing words, phrases, sentences, or larger parts of a piece is literally shared by the student(s) and the teacher, as the pen flows from one writing participant to another. The teacher may also model or guide students’ understanding of concepts about print or more advanced skills, such as language usage, paragraph development, or craft moves an author might make. Interactive writing is intended to be shared work. Thus, it is important to make sure that students are never encouraged to copy a writing piece. The finished work belongs to both the teacher and students. Copying gives students misconceptions about the purpose of shared writing and their own capabilities as writers. Models made in front of students should be taken down during the gradual release process so students do not get the misconception that their job is to copy already-produced writing or ideas. The goal is to have them see the process, know what they need to do to be successful, and try it on their own" (Barnes, 2020).

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Open-Style Keyword Planning: "Planning involves the generation and organization of ideas as well as goal setting for writing (Hayes & Flower, 1980). Teaching students to create keyword plans in structures that support their writing purpose is an effective way to promote student agency in the planning process. Rather than prescribing students a structured format or organizer that leads them to write in a way the teacher chooses, the teacher can have students create their own planning tool. Students can be encouraged to fold blank paper into a format that would support their writing and the structure they need. This open-style planning allows for student ownership and for the responsibility of organization to shift to the student. Students can be introduced to different folds and formats as different genres or writing structures are introduced. They can choose how they want to fold depending on their audience, topic, purpose, and what they want to say (see Figure 1). After learning different formats, they can easily apply open-style planning to express their ideas while journaling, responding to text, or simply writing" (Barnes, 2020).

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Creating Citations for Their Own Work: "Teaching citation and attribution to students is often a dry and didactic experience for students based on the imperative to be honest and principled. By reframing citation as a disposition that builds student agency we can expand and reframe the purpose of attribution. How? By encouraging students to cite their own work. For example, if a student takes a photo for an exhibition or interviews a peer for research, creating a citation that accurately communicates the student’s role builds her or his identity as a creator and builds a sense of accomplishment in the generative act" (Williams, 2017).