Before students can understand that the writing process is not actually cyclical, they need to have an opportunity to get in and get their hands messy, so to speak. That said,. allowing kids to word vomit might be helpful, but honestly, that’s what I get already in their writing. The skill that needs to be taught is how they can refine it into something clear, concise, and– dare I say–  professional-adjacent?   Explaining writing in an accessible way and in a way that is not PUNISHING– so many kids think of writing assignments as a punishment!!-- is key for their ability to 1) graduate from school itself and 2) survive in the real world. 

Writing is the key to everything, especially early in your career. You hear things like,  “Write a cover letter.” “Write a resume.” “Explain to me why you are right for the job.” Kids who can’t speak off the cuff might want to write down their thoughts to make themselves sound more organized. If they can’t write, of course they can’t articulate the thoughts orally.

 Students develop a voice through writing and it is a form of communication that is vital to be a contributor in the workforce.. Sharing that voice through peer feedback opportunities would allow my students to have clear examples of voice through their classmates writing. 

 Teachers need to focus on this instruction and provide specific feedback for students to grow in their skills. The writing guidebook states “When students feel connected to one another and to the teacher, they may feel safer in participating in the writing process and sharing their writing with others (IES, 2012).” It is an effective way for teachers to gauge a student’s understanding of the content they teach while keeping the focus on feedback. 

Currently the writing practices that are happening at my school revolve around standards based writing. This is helpful in preparing students for future academic success.  It allows students to show the direction of their thoughts. The implications of this strategy is that we are building lifelong writers.

I intend to bring fever dream writing and peer feedback back to my school. This will allow us to create a community of writers as referenced in the Guidebook (Recommendation 1.)

in all forms of extended writing, students will be able to collaborate effectively,

express themselves accurately, and change the world with their words.

This will be fostered through intentional writing strategies and peer reviews

(brain dumps, copy/change, model texts, and scaffolding organizers.)

Based on the poem:

The important thing about teaching writing is that it’s part of our world.

It’s like another dimension of ourselves.

You exist in the 3D world but also a 2D one.

You can write it exactly as it seems,

But it isn’t manacled to that.

It can create and expound.

But the important thing about writing is that this world belongs to you.

I've long noticed students "going through the motions" of giving feedback without putting in the time, thoughtfulness, or kindness their peers deserve. It's no wonder writers don't always use feedback effectively.

Today, a lightbulb went on, early on: Recommendation 1 helped me realize I need to teach giving feedback more explicitly, starting with an explanation of feedback's purpose, perhaps modeling with a Fishbowl, and giving students opportunity to practice before doing it "for real."

For many, writing is an express ticket to new worlds, places, and people. Intrapersonally, it develops self-confidence in one's own beliefs and how they are shared. Those who may fear confronting a topic verbally could use writing as an outlet to add to the ongoing conversation.

Our current state permits for that growth in beliefs and style. Self-revision, peer collaboration, and instructor feedback are tools we utilize to build a community focused on celebrating student writing.

Moreover, writing instruction allows us to be perceptive and cognitive of how others use their writing- words, syntax, organization, and structure- to persuade us.

This change is supported by Recommendation 1 and helps students narrow their focus while writing. So an important change I want to make in my writing instruction is effective grading.

I will do this by streamlining the way I provide feedback.

Not by enlarging my workload.

This change is supported by best writing practices and helps students improve their writing on an individualized level.

So an important change that I want to make in my writing instruction is the way I provide feedback.

An important change that I want to make in my writing instruction is to include mentor texts.I will do this by evaluating the worthiness of texts I select.  Not by expecting students to innately understand the writing process on their own.This change is supported by writing research and helps  students gain confidence and build strategies to shape their writing voice.  So an important change that I want to make in my writing instruction is to incorporate mentor texts.

When I think of effective writing instruction, I think of my college English professor who shared her own writing as exemplars for the modes of rhetoric.  An important change that I want to make in my writing instruction is to include mentor texts.I will do this by evaluating the worthiness of texts I select.  Not by expecting students to innately understand the writing process on their own.This change is supported by writing research and helps  students gain confidence and build strategies to shape their writing voice.  So an important change that I want to make in my writing instruction is to incorporate mentor texts.

All of my students need to spend more time just sitting with what they have written.  AP students have to consider how to strategically communicate their ideas instead of just spewing everything that comes into their brains (so that they can prove that they “really do get it”).   My standard students usually use write to be done and then move on with their lives.  They think writing a sentence will get the teacher off their back.  Students need to go through the process of thinking and planning and writing and fixing what they’ve written.  So, true writing instruction - dedicated time and attention to writing - forces them to sit with their thoughts and their intentions.  

Additionally, they have to face what they produce.  Unlike social media, which just sends their thoughts into the ether without any kind of accountability, writing instruction makes them reflect on what they have done.  More intentionally, writing instruction must force students to reflect on their own choices and products.  Rather than funneling everything through the writing expert in the room, students must deal with their own writing.  Does it make sense?  Is it strategic?  Do they even understand it when they revisit it several days later?  (“Well, it made sense in my head at the time.”)  

Because writing should be a snapshot of what they believed to be true at that moment in time.  And students deserve to enjoy the beauty of what they create.

While that goal seems lofty and perhaps unattainable, I will pursue it.  An important change that I want to make in my writing instruction is to provide opportunities for my standard students to write in risk-free contexts. I will do this by posing journal prompts about the texts we will read. Not by lowering my expectations for ALL writing. This change is supported by Recommendation 1 and helps students become more comfortable in the process of writing. So an important change that I want to make in my writing instruction is reducing the pressure on students to write perfectly every time.

It’s like a messy scribble.

You organize it in a structure.

You can rearrange it to make meaning

But it isn’t difficult.

It makes thoughts clear.

But the important thing about writing instruction is that it teaches students to get their thinking on paper.

Since writing instruction is important, teachers should support students when they are refining and revising their ideas.

An important change that I want to make in my writing instruction is to include the RADaR revising strategy..

I will do this by modeling using this graphic organizer (Recommendation 3 page 10) a piece of my own writing for the purpose of stating ideas clearly and organized. Not by just giving the students the graphic organizer and letting them use it to help revise their writing. 

This change is supported by the Writing Guide Book:  Recommendation 3 on page 10  and helps students revise and clearly convey their message.So an important change that I want to make in my writing instruction is the way I teach revising.

When writers organize texts, they must understand text structure. When you have been put in the place of a writer using different types of text structures, you become better at identifying those text structures as a reader Once text structure is identified, comprehension of the text is easier.

As a reader I find that I appreciate certain phrases or words or figurative language that the author is using–I like phrases that catch my attention or make me imagine something–I like ideas that cause me to think or reconsider my perspective or stance–I learn to use those techniques in my writing because I am an avid reader. Capturing others’ phrases or techniques and modeling my own writing after theirs. If it made an impact on me, then I feel like my writing can make an impact on someone else. I want people to read what I write and hear what I am saying, so I have to convince them to stay tuned into the work.

Once I consider the connection between reading and writing, I realize that I need to incorporate more mentor texts in my writing instruction.

An important change that I want to make in my writing instruction is using mentor texts more often.

I will do this by asking my colleagues in PLCs to help me identify passages of texts we are reading that could be used to teach specific writing strategies.

Not by trying to do it all by myself.

This change is supported by research and helps students see effective models of writing that they would be able to emulate.

So an important change that I want to make in my writing instruction is using mentor texts more often.

Ideas and resources to help me reach this goal can be found in the recommendation 2 of the guidebook.

Writing can benefit students who are not willing to participate in class discussion but are willing to share really valid points in writing: they are comfortable with me but not the class. These types of writing assignments can be great for students’ mental health because it allows for the opportunity to make connections between reading assignments and real life; relevance plays an important role in student engagement. I encourage writing not only for the sake of improving their communication skills but also for improving the whole student. If educators want to provide effective writing instruction, we must carve out the time for daily writing, model the strategies for our students, and celebrate our student success.

In addition to building confidence, writing instruction can help students think critically. To write effectively, a writer must wrangle with ideas and challenge themselves to think outside the box. A good writer doesn’t simply reference the text they are responding to, they elaborate using their own voice, also known as commentary.

If we want to provide effective writing instruction, we need to approach the task in a planned and systematic method within the context of student generated writing samples.

An important change that I want to make in my writing instruction is to include more modeling. I will do this by asking for student volunteers to share their response to journal prompts/questions and write their responses on the board, not by modeling my own response. This change is supported by the information taught in Recommendation 1 , strategy 2 of the guide book, and it helps students focus on three specific goals that are lacking in many students' writing. So, an important change that I want to make in my writing instruction is to include more modeling. 

worry about rules and conventions.

It’s like using whatever knowledge they come in with.

You share it with your group or partner.

You can model it for explicit instruction.

But it isn’t forced.

It is individualized.

But the important thing about writing instruction is that students do not need to worry about rules and conventions.

Since writing instruction is so important I will give my students explicit instruction while modeling my writing for the class.

An important change that I want to make in my writing instruction

Is give more explicit instruction while modeling.

I will do this by sticking to one task/objective that I want students to focus on.

Not by overwhelming them with many objectives.

This change is supported in Recommendation 1 and helps students to concentrate on the one task.  An important change that I want to make in my writing instruction is giving more explicit instruction.

Since writing instruction is so important I will give my students explicit instruction while modeling my writing for the class

As a classroom teacher I need to help build a writing community where students feel empowered.   

     An important change that I want to make in my writing instruction is to incorporate it daily. Once I allow more time for writing and make it a repetitive process I should see improvement. I like the idea of starting with just putting ideas down on a page without having to focus on punctuation and grammar. I will not do it strictly for essays but will incorporate it with other types like ads, and pretending to be a journalist, scientist, etc. This change will help my students realize there is a whole world of writing styles available to them. So, an important change that I want to make in my writing instruction is simply to  just do more of it. 

Writing is involved in everything that we do whether sending an email to a boss, writing down a to do list, or writing a poem reflecting on a beautiful day.  Writing instruction is crucial because it empowers students. It gives them a chance to analyze mentor texts and mimic different styles that they see which leads to deeper literacy understanding.  If students find an author that they enjoy, it can inspire them to write in ways we could never imagine. 

Writing instruction is necessary because knowing how to write isn’t a skill that is innate. We need to teach students the foundational skills behind it in order to help them grow as writers and we need to dedicate the time to do so. 

If we want to provide effective writing instruction, we must be intentional with prioritizing time spent writing across subject areas. 

An important change that I want to make in my writing instruction is ensuring that I have at least an hour of collaborative writing daily.

I will do this by incorporating writing across all subject areas.

Not by solely talking at students and being the main driver in their writing.

This change is supported by Recommendation 1, Strategy 2 “Providing regular opportunities for students to collaborate is another way teachers can increase the sense of community in a classroom and encourage students to become engaged in the writing process with their peers” and helps students by building a collaborative writing community.

So an important change that I want to make in my writing instruction is to ensure at least an hour of collaborative writing daily.

An important change that I want to make in my writing instruction is to change the purposes and types of writing my students do on a daily basis in class. I will do this by giving more specific and focused goals for writing activities and will offer frames to meet those particular goals, while providing success criteria.Not by only using constructed responses. This change is supported by recommendation 3–engaging students in the writing process for a variety of purposes–and could help my students see writing as more useful to their everyday purposes and less as something that can and should only happen in school. So an important change that I want to make to my writing instruction is to use a variety of purposes and approaches in order to show my students real-world writing activities throughout the semester.

Since writing instruction is important, I want to make my writing instruction incorporate the use of more mentor text and not solely rely on the Wonders curriculum provided by the district.  I will do this by seeking out text that will be quality examples of the skills that I am teaching. not by only using my district's given curriculum.  This change is supported by Recommendation 2 and helps students have authentic, quality text to compare with their own.  So, an important change that I want to make in my writing instruction is to incorporate the use of more mentor text and not solely rely on the Wonders curriculum provided by the district.

In order for this to occur, we need to be instructed on how to put thoughts and feelings “on paper”. In classrooms, students intially need to be taught letter-sound correspondence, advanced phonics, handwriting, and spelling. Later, they need instruction on how to communicate using phrases, sentences, paragraphs, and additionally how to add structure to their writing in order to be understood. As they grow older, they will need to be instructed on how to support their writing through detail of explanation and/or research. 

There is also an element of reflection, creativity, and even fun in writing. As humans, we love to be entertained by both stories and facts. Students deserve to have a creative outlet for their interests, thoughts, feelings, and emotions. In return, we deserve to read their creations.

Since writing is important, I will instruct my students in writing across all purposes, audiences, and content disciplines.

An important change that I want to make in my writing instruction is to teach students to write with purpose and authenticity.

I will do this by following the writing process in the domains of science and social studies.

Not by continuously responding to prompts for only assessment purposes.

This change is supported by Recommendation 3 of the Writing Guidebook and helps students practice writing.

So an important change that I want to make in my writing instruction is to teach students to write with purpose and authenticity.

It’s like a weapon.

You can wield it on those that don’t have the tools to speak for themselves.

You can use it to undermine the status quo.

But it isn’t magic.

It takes intentionality and time.

But the important thing about writing instruction is that it can support social justice.

Because writing structure is important, I will create time and space in my daily lessons to support it. 

An important change that I want to make in my writing instruction is intentionally building a community of learners.

I will do this by finding low-stakes writing opportunities to engage my students every day.

Not by grading every every dang thing.

This change is supported by recommendation 1 and helps students to internalize the joy of writing and of taking risks.

So an important change that I want to make in my writing is intentionally building a community of learners.

In addition to building confidence, writing instruction can help students think critically. To write effectively, a writer must wrangle with ideas and challenge themselves to think outside the box. A good writer doesn’t simply reference the text they are responding to, they elaborate using their own voice, also known as commentary.

I will do this by having students write daily in some way.

Not by just a journal or free writing but with a purpose in mind.

The change is supported by information I have gained today from recommendation 1 and helps my students write in small meaningful parts to focus on a particular purpose for writing. 

So an important change that I want to make in my writing instruction is to allow more time for it each day.

The important thing about writing instruction is that students think critically. It’s like a gentle guidebook, You open it with your mind, You can adjust it with your thoughts. But it isn’t linear.

It shows many different thinking paths. But the important thing about writing instruction is that students think critically.

When I think about effective writing instruction, I think about students being exposed to quality models of writing throughout the writing process. An important change that I want to make in my writing instruction is providing context for students during the writing process. I will do this by using mentor texts and modeling. Not by simply giving instructions. This change is supported by Recommendation 3: Engage students in the writing process for a variety of purposes, and it helps students revisit their writing as they experience the writing process. So an important change that I want to make in my writing instruction is providing context for students during the writing process.

Learning to write helps an individual express themselves, their emotions, and imagination. It is through this expression that novel ideas can be created that have the potential to impact communities close to the writer and perhaps even the world.

On the other hand, writing instruction builds reading comprehension. This is a skill essential for individuals to understand the world around them, and, more specifically, what other people are writing and saying. For example, through writing complex sentences - ones with appositives and multiple clauses, the writer will understand those same types of sentences they read. They will understand how parts of the sentences connect and expand a simple idea. 

Due to the presence of social media in our lives, the aforementioned skills become essential to being a good digital citizen. It is important to understand the opinions of those we encounter online and also to voice our own in a clear and coherent way. Since writing instruction is important, is essential for digital literacy, for building and maintaining positive social relationships, and for being a contributing member of society, I will change my writing instruction to better build the necessary critical thinking skills, reading comprehension, and teach students to explain, justify, and convince. 

An important change that I want to make in my writing instruction is increasing the time and amount of opportunities for students to receive feedback on their writing from both myself and students’ peers. I will do this by having weekly writing conferences with each student that last no longer than 5 minutes. I will not do this by handing back their writing with a grade. This change is supported by the idea that self-reflection, personalized feedback, and guidance based on their specific writing needs helps students by creating a supportive writing environment. So an important change that I want to make in my writing instruction is providing individual feedback.

Writing is also important because it is a life skill that students need to know effectively in order to be productive citizens. Writing is a way we communicate; if students are unaware of how to write, they will be unable to communicate their thoughts. As teachers, it is our job to support students in their writing instruction through planning, organization, and revision of their work. Students can become effective writers with sufficient instruction, modeling, and practice. 

If we want to provide effective writing instruction, we must be intentional about the way we teach. An important change I want to make in my writing instruction is explicitly teaching paragraph writing. I will do this by modeling using mentor texts and the single-paragraph outline resource. Not by setting them free to write immediately. This change is supported by writing recommendation two and helps students understand how to write through examples from published texts. So, an important change I want to make in my writing instruction is explicitly teaching paragraph writing.

Since this is so important, a critical change that I want to make in my writing instruction is to establish a thriving writing culture in my classroom. I will do this by establishing daily writing practices and regular feedback between peers and the teacher and celebrating their success, thereby helping students achieve enjoyment with and the mastery of writing skills. This will not be achieved by direct instruction and rubrics alone. This change is supported by Recommendation 1, Strategies 1 and 2, and helps students feel comfortable with putting their thoughts on paper and sharing their ideas with one another. So an important change that I want to make in my writing instruction is to establish a thriving writing culture  in my classroom.

It’s like a colorful map.

You unfold it on a page. 

You can see where you’re going. 

But it isn’t uniform.

It takes us all different places.

But the important thing about writing instruction is that it helps students make sense of their own thoughts. 

Since writing instruction is important, teachers must be intentional in creating time/space within their instruction to allow students to write both formally and informally.  

An important change that I want to make in my writing instruction is creating a community of empowered writers. 

I will do this by allowing my students regular time to write in low-risk environments/scenarios

Not by requiring students to write an excessive amount of essays or summative compositions. 

This change is supported by writing conferencing (Recommendation 1, Strategy 2) and helps students set writing goals for themselves.

So an important change that I want to make in my writing instruction is to create a community of empowered writers. 

It’s like a map,

You follow it to reach your destination,

You can use it as a guide.

But it isn’t prescriptive.

It shows many routes to the goal.

But the important thing about writing instruction is that students make themselves understood through it.

Because writing helps us to connect with others, I will use peer-feedback in my writing instruction to strengthen student connections.

An important change that I want to make in my writing instruction is incorporating peer feedback.

I will do this by using the feedback carousel and the peer-feedback sentence frames.

Not by peer “editing”.

This change is supported by Recommendation 3, Strategy 1 and helps students revise their writing with the support of their writing community.

So an important change that I want to make in my writing instruction is incorporating peer feedback.

MJ

     As people, we need to be able to communicate for a variety of reasons.  One reason is the need to secure a potential job.  Employers look for clear, coherent expression of thoughts when contacting candidates and may not contact people they feel are not able to communicate effectively.

     In addition to practical life uses, writing is  more difficult than reading.  Writing forces students to think creatively and clearly express their thoughts.  These are higher order thinking skills that aid students in understanding other writers and make pieces written by others easier to interpret.

     When students write, they write at a lower level than they read.  This means that other students, including those with lower reading levels, will have an easier time understanding the writing of their peers.  This can help both with their comprehension and their confidence as readers and thinkers.

     Even though writing is often not included in standardized testing, teachers should challenge themselves to remember that standardized testing does not include many real word and practical skills.  We are teaching future adults, not future children, which means that we need to prepare them for their futures as professionals.  Schools cannot stop at standardized testing.  Although this data has its place for teachers, it should be the starting expectation for students, not the ending.

It’s like constructing a building.

You need the right tools.

You require time, patience, and step-by-step processes.

But it isn’t complete in one day.

It is necessary to revisit your work over and over to construct the final product.

But the important thing about writing instruction is that students are able to daily practice organizing their ideas.

When I think about effective writing instruction, an important change that I want to make is to use more copy/change models with exemplar texts.

I will do this by adding this activity into my upcoming Romeo and Juliet unit and using this as a process for their writing.

Not by collecting this simply for a grade.

This change is supported by Recommendation 2 of the Guidebook.

So an important change that I want to make in my writing instruction is to use more copy/change models with exemplar texts.

HS

Teaching writing also teaches students how to gather and organize their thoughts, how to justify their reasons, and how to elaborate and explain what they are thinking. When a student can organize their thoughts it allows them to clearly think about their own thinking. Without these tools, it would be difficult for the student to advance through college and various work opportunities.

Writing gives students a means to solve problems, create new ideas, develop relationships, and respond to the ideas of others. For instance, when encountering a difficult problem simply being able to give a written explanation of the difficulty allows one to ask for help or solutions. It also allows one to create new ideas by developing ideas that are written down. When a person writes down thoughts, it allows the brain space to develop more thoughts.

Since writing is such a critical skill for students to have in the 21st century, I need to make sure I’m focusing on all parts of the writing process. An important change that I want to make in my writing instruction is focusing more on the revision process of process of writing. I will do this by teaching and clarifying the revision process for my students. Not by, just giving their papers back to them and saying, “Revise and Edit”. This change is supported by The Writing Guide and helps students focus on the high-order concerns of writing. So an important change that I want to make in my writing instruction is to focus more on the revision process of writing.

-TC

Not by just talking about it.

This change is supported by Frame of Intent and helps students see that when they are more nuanced in their intent, they actually carve out a more specific audience.

So an important change that I want to make in my writing instruction is scaffold and intentionally bring in NUANCE.

This change is supported by how it provides a framework in which students can find support and helps students know what they need to focus on within the text.

Therefore, an important change that I want to make in my writing instruction is having students practice form and word substitution to scaffold their learning.

Because students need to be able to organize their thoughts to effectively communicate them, we must teach them how to approach the task. Students may be able to talk about a topic, but don’t know how to get it on paper. Once students are keyboard fluent, they can use something like a google doc to “brain dump” everything they know about their topic or try to reason to a conclusion based on what they know and what they can infer from what we’ve asked them to write about. Turning off autocorrect may aid students in this initial process so they don’t worry about how “pretty” their writing is - only that they are pouring their thoughts on the page.

When students are done with their “brain dump,” they can begin to organize their information by topic. They likely jumped from topic to topic and learning to go back and group information or evidence by topic requires them to evaluate and view their information with a critical eye. Grouping the pieces that refer to the same topic together helps them create organized paragraphs. If they need help understanding how to organize their information, they will use a copy/change strategy with a exemplar as a guide. (a different MJ)

Beyond writing for learning about academics, writing allows for self-expression and self-exploration. It allows students an outlet to process feelings, ideas, big emotions for which they may not yet have an outlet or the language to express them.

Teaching students to write and look at the writing of others helps them realize that writing is never perfect the first time. Everyone has shitty first drafts -  even the writers we esteem and those included in the literary canon, wrote, revised, edited. Learning this is such a revelation. What a heavy weight lifted! I am just like those authors I love (or, as some of my students would say, am forced to read). 

Since all students must take English II, an important change that I want to make in my writing instruction is to use the texts I teach in that course as mentor texts for daily writing. I will do this by following a process similar to the one I used today. I will have them respond to a prompt about themselves in a Google Document and share that document with me. As part of the daily lesson, I will embed some aspect of the text we are reading (as a mentor text) and ask them to copy/change some aspect from the original author. Then,  I will ask them to make a similar change in their original drafts. I will not do this by assigning multiple essays with my tenth-grade students. Recommendations 1 and 2 support this change and helps students see themselves as part of a community of writers who have agency to engage meaningfully with the writing process. 

So an important change that I want to make in my writing instruction is having some sort of daily writing instruction anchored in mentor texts. Most days will probably focus on sentence-level scale, so writing instruction fits manageably into my short class time.

(H.S.)

Beyond academics, writing can allow you to express your thoughts and emotions out loud.  Writing allows you to learn about your social emotional needs.  When you share your thoughts in writing, be creative, add details and give your reader a complete visual of your emotions.  

There are many forms of writing, poetry, informational, and even fictional.  Some people get very creative with their writing.

Writing should happen all day every day.

Through cross categorical writing, I will dedicate at least one hour of time a day to writing.  

Not by explicit writing composition but by modeling writing to support the subject area, and to encourage my students to write their thoughts.

Supported by Recommendation 3: Engage students in the writing process for a variety of purposes in the NC 2024 Writing Guide Book.

So an important change that I want to make in my writing instruction is to make writing a priority and include one hour a day in writing.

-Amy Crow

What students have learned during reading instruction can be assessed through writing in a few ways.  When given a specific topic, we demonstrate how much we understand (this is the information we’ve read and/or discussed).  The second thing that can be assessed is our ability to effectively communicate our thoughts about the information/topic.  Lastly, for younger readers, the strengths and weaknesses of their basic word recognition can be assessed.  These assessment can direct our instruction, allowing us to see the trending errors of our classroom.

 If we want to provide effective writing instruction, an important change would be to implement it into all content areas, not just ELA instruction.

I will do this by taking a deeper look at my content to see how I can include writing in each content lesson allowing for an explanation, justification, description, etc.  This change is supported by the Writing Guidebook. It will help students critically think and find purpose in writing.  So an important change that I want to make in my writing instruction is implementing writing into all content areas. 

       Reflecting on students’ ability to transition into the adult world and becoming a contributing member of society. Writing requires students to think critically. Schools have started to look like factory production. Students are completing check boxes and completing tasks but not creating or thinking beyond the coursework.

       Aside from the benefits of the application of knowledge that students can showcase through writing, there is also encouraging students to write for sheer enjoyment. The possible cathartic experience may be something some students never have the opportunity to experience. Educators are always trying to find ways of hooking or engaging students, writing is a way to actively engage our students throughout the day.

It’s like designing a freestyle dance,

You play with ideas,

You can allow tangents to flow.

But it isn’t absolute.

It constantly evolves when needs, audiences, and purposes change.

But the important thing about writing instruction is that it provides an opportunity for students to learn how to express themselves.

Since writing instruction is important, teachers need to provide time for students to write and model strategies to help students improve their writing. 

An important change that I want to make in my writing instruction is the Copy/Change strategy.

I will do this by choosing a mentor text, determining the purpose,  and modeling the strategy.

Not by providing a mentor text and letting the students write on their own.

This change is supported by Recommendation 2 and helps students to experiment with different styles of writing while focusing on one skill.

So an important change that I want to make in my writing instruction is the Copy/Change strategy.

It’s like creating classroom rules.

You build it into your lesson plans.

You can mold it to fit your students to a T.

But it isn’t always easy.

It has to be flexible, so your students feel free.

But the important thing about writing instruction is that it is something every teacher must do.

Since writing instruction is important, I need to make a change; although, it may be hard.

An important change that I want to make in my writing instruction is creating a writing community in my classroom, explaining that writing is an art.

I will do this by making sure to write daily WITH my students.

Not by just assigning them writing to do.

This change is supported by Recommendation 1 and helps students to feel a sense of belonging and see a model on which they can base their writing, too.

So an important change that I want to make in my writing instruction is creating a writing community in my classroom, explaining that writing is an art.

In the end, I want to make sure that I am doing my part.

Courtney Serratt

It’s like they need writing instruction for life.,

You require it daily in school and it is needed for many areas in life.,

You can use it for planning and it helps keep track of thoughts and ideas..

But it isn’t boring.

It makes life and tasks easier.

But the important thing about writing instruction is you need it and it is the foundation for all education..

The inclusion of writing instruction at a more involved and in depth modeling of writing for students is one that should be utilized more within the classroom setting.

An important change that I want to make in my writing instruction is utilize model example texts..

I will do this by more carefully looking at a book/passage and incorporating all it has to offer for more written instruction .

Not by just reading and discussing the text.

This change is supported by a need for a more indepth look and understanding of the text through writing and helps students to have a more active role in the learning process within writing activities about the selected text as referenced in Recommendation 2 of the guidebook.

So an important change that I want to make in my writing instruction is incorporating more writing instruction with the materials and books we read in the classroom.

It’s like teaching a life skill,

You equip students to use writing for now and  in their future lives,

You can put it in a list of how to’s, what ifs, and when should I’s

But it isn’t only for school purposes.

It serves a student for his or her whole life,

But the important thing about writing instruction is to teach it effectively  to all students.

While I enjoy introducing many new texts to students, change is necessary to stay fresh in my instruction, and I intend to incorporate a new strategy of using one or two quality texts to teach specific elements.  

An important change that I want to make in my writing instruction is _to use Recommendation #2 and focus on text worthiness, specifically 1 or 2 areas.

I will do this by choosing worthy texts (even if they are below grade level) to read, analyze, teach, and then emulate the writing style.

Not by choosing multiple texts and applying every convention to every text.

This change is supported by recommendation 2  and helps students focus on 1-2 specific conventions for mastery and then move on..

So an important change that I want to make in my writing instruction is _choosing quality texts and making sure I model all my expectations from my students.

It’s like they need writing instruction for life.,

You require it daily in school and it is needed for many areas in life.,

You can use it for planning and it helps keep track of thoughts and ideas..

But it isn’t boring.

It makes life and tasks easier.

But the important thing about writing instruction is you need it and it is the foundation for all education..

The inclusion of writing instruction at a more involved and in depth modeling of writing for students is one that should be utilized more within the classroom setting.

An important change that I want to make in my writing instruction is utilize model example texts..

I will do this by more carefully looking at a book/passage and incorporating all it has to offer for more written instruction .

Not by just reading and discussing the text.

This change is supported by a need for a more indepth look and understanding of the text through writing and helps students to have a more active role in the learning process within writing activities about the selected text as referenced in Recommendation 2 of the guidebook.

So an important change that I want to make in my writing instruction is incorporating more writing instruction with the materials and books we read in the classroom.

It’s like teaching a life skill,

You equip students to use writing for now and  in their future lives,

You can put it in a list of how to’s, what ifs, and when should I’s

But it isn’t only for school purposes.

It serves a student for his or her whole life,

But the important thing about writing instruction is to teach it effectively  to all students.

While I enjoy introducing many new texts to students, change is necessary to stay fresh in my instruction, and I intend to incorporate a new strategy of using one or two quality texts to teach specific elements.  

An important change that I want to make in my writing instruction is _to use Recommendation #2 and focus on text worthiness, specifically 1 or 2 areas.

I will do this by choosing worthy texts (even if they are below grade level) to read, analyze, teach, and then emulate the writing style.

Not by choosing multiple texts and applying every convention to every text.

This change is supported by recommendation 2  and helps students focus on 1-2 specific conventions for mastery and then move on..

So an important change that I want to make in my writing instruction is _choosing quality texts and making sure I model all my expectations from my students.

It’s like unlocking an inner rule breaker ironically on the path to revision and mastery.

You drive writing like the vehicle for thought and also the vehicle for freedom. 

You can translate it into self empowerment. 

But it isn’t the kind of vehicle that breaks down. 

It is an inner engine that instills confidence in children and young adults. 

But the important thing about writing is that you weave the reading rope into the ride too. 

Since writing instruction is important, it behooves all of us to reflect on our current practice as educators and commit to at least one change or enhancement of our work. 

An important change that I want to make in my writing instruction is reminding teachers of why the process matters, not just that it is a means to an end.  I will do this by sharing more mentor texts and modeling lessons, not by harping on how writing helps kids’ reading scores. This change is supported by the new Writing Guidebook recommendations (especially #3 on process) and Sedita, Wexler, and Gallagher research and help students be well rounded citizens. So an important change that I want to make in my writing instruction is being more inspirational and less short sighted with the goals. 

It’s like the world of the arts,

You sing it in your sleep,

You can act it on the stage.

But it isn’t a one-man band.

It mixes through the content areas.

But the important thing about writing instruction is it helps students grow in multiple areas.

Because writing instruction is important, it is necessary to reflect on the way we teach it and implement changes that will help it be more efficient and long lasting.

An important change that I want to make in my writing instruction is to allow students to flexibly approach the writing process in general, unless they ask or need the structured scaffolding.

I will do this by modeling and teaching the concept I want them to achieve in their writing for the purpose of writing that day. 

Not by limiting their choices or having too rigid of a structure or linear approach, as I usually would.

This change is supported by Recommendation 1 and 3 and helps students to feel comfortable and supported in their writing community.

So an important change that I want to make in my writing instruction is to allow students to flexibly approach the writing process in general.

It’s like taking a shower.

You include it in your lesson plans.

You can have students write throughout the day.

But it is not expendable.

It sparks students’ creativity.

But the important thing about writing instruction is that you make it a priority.

Writing instruction is an essential part of effective literacy instruction. First, the teacher must model or share mentor text with the student. This will help students grow their vocabulary and see correct models of good writing.  After teachers model students should be able to practice the skills taught. 

Secondly, writing is a good way to build a classroom community.  One example is having students share their writing drafts with a partner.  In addition to building community, this can also teach students proper social skills, such as the polite way to ask questions or give compliments. 

Also, writing instruction fosters creativity.  One way to invite creativity into daily writing in the classroom is to give students a choice for what type of writing they would like to use, such as writing a poem or creating song lyrics.  Journal writing daily in the classroom is also one way to get students thinking creatively. By letting them choose what they write, students must think creatively. 

Additionally, students love to share their experiences. Therefore, having students write gives them the opportunity to do what they love, share! One example is letting peers share and co-edit their stories. It gives them time to share and be social, which we know they enjoy. 

Finally, let’s be honest, students need these skills to be well-rounded adults. If they plan to go to college, they should be able to craft a compelling college essay. If we teach different writing techniques, students will have a plethora of tools in their toolboxes that will help them write those important essays.  Even students who do not plan to go to college still need to be able to communicate by writing in other professions. 

Simply stated, writing instruction is essential for all students. 

Since writing instruction is important, I plan to make changes in my current writing instruction!

An important change I want to make in my writing instruction, is to model writing with mentor texts. 

I will do this by introducing a new mentor text next week.

Not by replacing what I am already doing but using the mentor text to extend what we are already learning. For example, our knowledge unit is on the Civil War. Students will write journal entries from Hariet Tubman’s point of view. I will seek a mentor text made up of journal entries. 

This change is supported by Recommendation 2 of the Writing Guidebook. The Recommendation 2 states that we should use strong mentor texts to model writing strategies for our students. So, an important change I want to make in my writing instruction is model writing with mentor texts.

When I was an EL teacher, I learned that the students could note exit the program because of the writing they had to complete. This is the last level of comprehension for all students. 

Writing is important because it is a living document that shows your thinking. It can always be amended to add or take away ideas.

An important change that I want to make in my writing 

instruction is to be more purposeful in my assignments for the students. Take the time to conference and provide feedback, celebrate their work and develop a community of writing within our classroom.

I will do this by selecting mentor texts that offer the writing I want to see them create.

Not by only offering one type of writing style.

This change is supported by the writing framework,  and helps students be more purposeful when writing.

It’s like unlocking an inner rule breaker ironically on the path to revision and mastery.

You drive writing like the vehicle for thought and also the vehicle for freedom. 

You can translate it into self empowerment. 

But it isn’t the kind of vehicle that breaks down. 

It is an inner engine that instills confidence in children and young adults. 

But the important thing about writing is that you weave the reading rope into the ride too. 

Since writing instruction is important, it behooves all of us to reflect on our current practice as educators and commit to at least one change or enhancement of our work. 

An important change that I want to make in my writing instruction is reminding teachers of why the process matters, not just that it is a means to an end.  I will do this by sharing more mentor texts and modeling lessons, not by harping on how writing helps kids’ reading scores. This change is supported by the new Writing Guidebook recommendations (especially #3 on process) and Sedita, Wexler, and Gallagher research and help students be well rounded citizens. So an important change that I want to make in my writing instruction is being more inspirational and less short sighted with the goals. 

An important change that I want to make in our writing instruction is promoting writing cross curricular in all grade levels at our school. I will do this by sharing portions of this PD during PLC meetings and suggesting writing opportunities in grade level planning meetings with my teachers. Not by just saying, “Write more.” This change is supported by knowledge of the importance of including writing in daily instruction and help students see writing as an essential part of the learning process. So an important change that I want to make in my writing instruction is making an intentional effort to integrate writing opportunities into K-5 curriculum.

The important thing about writing instruction is that you explicitly teach it. It’s like a train chugging up a mountain. You push and push until you see the beautiful landscape. You can put it in your memory.

But it isn’t stagnant. It travels and raises the cognitive bar. But the important thing about writing instruction is that you directly teach it

Because writing instruction is crucial for student empowerment and success, I will make a change in my writing instruction. 

An important change that I want to make in my writing instruction is to emphasize brainstorming more as part of the prewriting phase. I will do this by encouraging students to brainstorm, not by forcing everyone to use the same brainstorming technique. This change is supported by research  and helps students focus their writing. So,  an important change that I want to make in my writing instruction is to  emphasize the benefits of brainstorming.

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I will do this by instructing and modeling the writing process in math, social studies, and science. Not by only writing during and about English Language Arts subjects. This change is supported by Recommendation 3 and helps students to see the relevance of writing. An important change I want to make in my writing instruction is to give students a sense of the relevant purpose of writing

It’s like unlocking an inner rule breaker ironically on the path to revision and mastery.

You drive writing like the vehicle for thought and also the vehicle for freedom. 

You can translate it into self empowerment. 

But it isn’t the kind of vehicle that breaks down. 

It is an inner engine that instills confidence in children and young adults. 

But the important thing about writing is that you weave the reading rope into the ride too. 

Since writing instruction is important, it behooves all of us to reflect on our current practice as educators and commit to at least one change or enhancement of our work. 

An important change that I want to make in my writing instruction is reminding teachers of why the process matters, not just that it is a means to an end.  I will do this by sharing more mentor texts and modeling lessons, not by harping on how writing helps kids’ reading scores. This change is supported by the new Writing Guidebook recommendations (especially #3 on process) and Sedita, Wexler, and Gallagher research and help students be well rounded citizens. So an important change that I want to make in my writing instruction is being more inspirational and less short sighted with the goals. 

In addition, writing helps us become better acquainted with our own ideas and beliefs, and in turn ourselves. The recursiveness of the writing process allows us to explore ideas we encounter and to re-evaluate ideas or beliefs we thought were strongly held or simply those we have held onto for a long time. Engaging in writing about our ideas allows us to increase the rigor of our thinking with and about those ideas under consideration, ultimately leading us to a more critical and thorough examination of and engagement with our own ideas and beliefs. Then, through sharing our ideas with others, we are able to consider the ideas and beliefs presented by others in light of our own, deepening the interaction between not just the ideas and beliefs of both parties, but also between both parties as people.

To facilitate critical thinking and reflection

To address an audience appropriately

To learn effective persuasion 

To share information

To support empathy, sympathy, compassion, and understanding through narratives

To support advocacy and effective participation in democracy

To support mental health and wellness

To facilitate effective communication (particularly for isolated populations – who are disproportionately impacted with regard to incarcerated peoples and their families); to reduce miscommunication/conflict

To enhance learning

To support maintenance of learning

To build confidence

To facilitate economic mobility

To make daily life easier

To support health (prescriptions, directions, etc.)

To further support reading skills

To demonstrate learning (most common way to demonstrate learning after 4th grade)

You can provide the delivery method.  But it isn’t restricting.

It opens blooming imaginations. But the important thing about writing instruction is that it facilitates growth.

Since writing instruction is important, I want to ensure I am intentional about growing my practice.  An important change that I want to make in my writing instruction is scaffolding my instruction more carefully. I will do this by providing writing frames, peer review opportunities and teacher conferences.  Not by talking and leaving. So an important change that I want to make in my writing instruction is to be more intentional about my scaffolding.

It’s like a clear mirror.

You see it in your reflection

But it isn’t faded

It is  reflective.

But the important thing about writing instruction is that you express your authentic thoughts in writing. 

Although writing is important, it is also important to have a plan to provide explicit writing instruction. 

An important change that I want to make in my writing instruction is teaching writing more explicitly and creating a community of writers.

I will do this by sharing the information I learned today and collaborating with our district content team.

Not by avoiding scheduling a collaborative session.

This change is supported by prioritizing time to schedule these collaborative meetings and helps students become creative strong writers. 

I will do this by analyzing the mentor texts included in our writing curriculum and the reading texts. I will then determine which is the best model for my class’ specific needs, standards, and skills.

I will not do this by simply reading the entire mentor text provided as an additional read aloud.

This change is supported by Recommendation 2 surrounding mentor texts and the purposes they can be used for. It helps students practice specific skills using the structure of our newest writing community member - the mentor author!

If we want to provide effective writing instruction, we must include models of effective writing for our students to analyze. 

So an important change that I want to make in my writing instruction is an intentional, focused use of mentor texts. 

Writing instruction also enables students to be able to express themselves in creative ways such as narrative pieces, poetry, songs etc.

Without writing instruction, students are not able to completely express themselves and what they know or want to communicate. Without writing instructions students are limited to less creative expression and communication. 

The important thing about writing instruction is that it helps students become creative communicators.

It’s like a megaphone, sounds reaching the ears of many .

You share it with passion and enthusiasm.

You can express it  with examples and guidance.

But it isn’t simplistic.

It guides learners to be reflective.

But the important thing about a writing instruction is that it helps students become creative communicators.

Since writing instruction is important, we should move toward implementing writing instruction across content areas throughout the day.

An important change that I want to make in my writing instruction is carrying it into multiple content areas with regularity.

I will do this by intentionally planning opportunities for writing throughout the day in multiple content areas,.

Not by just having “pop up” writing prompts for students throughout content lessons..

This change is supported by Recommendation 1 and helps students see authentic purposes for writing, as well as express their understanding by summarizing, paraphrasing, etc..

So an important change that I want to make in my writing instruction is carrying it into multiple content areas with regularity.

It’s like a magic tool.

You mold it in your brain.

You can apply it to your life.

But it isn’t simple.

It communicates ideas and messages.

But the important thing about writing instruction is it is essential for communication. 

Since writing instruction is important, an important change that I want to make in my writing instruction is to establish time to write daily. 

I will do this by incorporating short writing prompts that can be done collectively and individually and do not always have to be graded or finished.

Not by overburdening myself or students with tasks.

This change is supported by recommendation 1 of the Writing Guidebook and helps students engage and practice their writing skills.

So an important change that I want to make in my writing instruction is to establish time to write daily. 

If we want to provide effective writing instruction we must commit to explicit instruction alongside releasing control as to what my biased opinions about writing should always look like. 

An important change that I want to make in my writing instruction is establishing an environment of freedom and creativity so students can begin to really express their thoughts.  

I will do this by allowing students time to just freely write about a topic that maybe we begin to discuss at morning meeting. With no one checking or correcting their writing. 

This change is supported by Recommendation #1 and helps students find a love and passion for writing and for a purpose.

So an important change that I want to make in my writing instruction is establishing an environment of freedom and creativity in my class.

It is like a universal tool,

You use it everyday,

You can support it in any content area classroom.

But it isn’t intuitive.

It supports memory as well.

But the most important thing about writing instruction is that it benefits comprehension of reading and content areas.

An important change that I want to make in my writing instruction is embedding it into PD provided to teachers. 

I will do this by intentional opportunities and scaffolded notes.

Not by letting it happen through an open ended reflection.

This change is supported by the gradual release model and helps students by teachers practicing while learning evidence-based practices.

So an important change that I want to make in my writing instruction is embedding it into PD provided to teachers.

If we want to provide effective writing instruction, teachers need to know how to effectively write themselves and have the foundational skills to model this for their students.

I will do this by including time, daily, for writing, along with instruction by modeling and feedback through the peer community,

I will not instruct by  just giving a prompt, a graphic organizer, and creating a rubric.

This change is supported by  the recommendations found in the  NCDPI Writing Guidebook 2024. This change will assist students in  learning processes for writing and experiencing success with writing.

If we want to provide effective writing instruction, we must purposefully plan for writing time, model writing, assessment, include time for peer community building, and celebrate all successes - small and large.

So an important change that I want to make in my writing instruction is to purposefully create a community of writers in my classes.

Allowing your students access to these metacognitive processes will enable them to think critically about their own long-held beliefs. In order to affect this change, I want to allow more creative opportunities for students to write in their unique voice (I say as I fill in the provided template). I will do this by increasing the amount of meaningful exposures students have to model texts and opportunities to write and express themselves creatively. Not by teaching a rigid, black and white writing process. So an important change that I want to make in my writing instruction is to encourage students to reflect on the relevance and role of writing in their lives.

Since writing instruction is important, every classroom and subject area teacher should be providing this instruction to their students. An important change that I want to make in my writing instruction is to use text as a support for writing. I will do this by using writing recommendation 2’s instructions for selecting a text and the NCSCOS standards.

Not by guessing and randomly choosing a text.

This change is supported by Writing Recommendation 2 and helps students mimic examples of good writing that target specific elements. So an important change that I want to make in my writing instruction is to use text as a support for writing.

When I think about effective writing instruction, I think about something that is extremely important because it is a major form of communication. Being able to effectively communicate in multiple ways is a real world need. When students grow into adults, even the texts and emails they send are considered a part of the writing genre. Having a teacher that will explicitly teach and breakdown writing instruction piece by piece is a must. This will help provide a platform to set up success in adulthood and throughout life.

Because there is great value in writing instruction within the classroom, I plan to utilize mentor tests to strengthen my personal writing instruction. An important change that I want to make in my writing instruction is using well-prepared example texts to demonstrate specific writing styles or features.

I will do this by aligning my school’s current curriculum with writing structures that need to be taught. Not by focusing on all writing components at one time and therefore overwhelming my students. This change is supported by scaffolding and teacher modeling as well as finding high quality texts and helps students to see what the end goal could look like. It allows students to reference a starting point. So, an important change that I want to make in my writing instruction is using well-prepared example texts to demonstrate specific writing styles and features.

Statement of intent:

An important change that I want to make in my writing instruction is creating a community of writers.

I will do this by allowing time for peer feedback.

Not by only reading their writing myself.

This change is supported by Recommendation 1 and helps students reflect on their writing.

So an important change that I want to make in my writing instruction is creating a community of writers.

 In order to provide these same experiences for my students I need to alter how I currently address writing in my classroom. An important change that I want to make in my writing instruction is ensuring that I develop a community of writers. I will do this by first structuring my classroom time to incorporate daily writing time, writing conferences  not by assigning writing tasks that are never taught or celebrated. This change is supported by Recommendation 1 in the NC Writing Guide, and helps students see the importance of writing within my classroom. 

An important change that I want to make in my writing instruction is ensuring that I develop a community of writers. I will do this by first structuring my classroom time to incorporate daily writing time, writing conferences  not by assigning writing tasks that are never taught or celebrated. This change is supported by Recommendation 1 as it helps students see the importance of writing within my classroom. Furthermore, when I think about effective writing instruction, I know that students need a safe, predictable, and supportive environment that will allow them to continually write. 

It’s like stepstool,

You use it reach what you couldn’t before.

You can stand on  it when you need support.

But it isn’t a stage .

It only gets you so far .

But the important thing about writing instruction is that it gives access to critical conversations to all students. 

[Insert Fever Dream Writing-Level Context here]

Because writing instruction is crucial for all students, it is imperative that all teachers have knowledge and support to teach writing across the content. An important change that I want to make in my support of writing instruction is developing  explicit strategies teachers can use to teach writing through disciplinary lenses. 

I will do this by partnering with teachers to choose model text which represent a variety of purposes in their content. This will include choosing model texts as well as developing a culture of writing in the classroom.

Not by giving them a check box of disconnected strategies.

This change is supported by our need to develop literacy skills for all learners and helps students access material and conversations they might have previously missed out on.

So an important change that I want to make in my support of writing instruction is developing  explicit strategies teachers can use to teach writing through disciplinary lenses..

The important thing about writing is it front loads students to learn to convey messages across multiple platforms

It’s like a a message in a bottle.

You convey your thinking visually to others. 

But it isn’t simple.

It projects ideas, thoughts, affirm/confirm and challenges

challenge depending on the expectation of the task.

But the important thing about writing is it front loads students to learn to convey messages across multiple platforms

An important change that I want to make in my writing instruction is incorporating the use of purposeful mentor text.

I will do this by spiraling the use of the IRA text currently/previously used during read alouds before the LETRS lesson.

Not by non-researched based activities created by for the sake of covering the writing block before specials. There must be intentionality.

This change is supported by creating a supportive writing environment and helps students recognize the purpose in writing daily that help students make connections to self.

So an important change that I want to make in my writing instruction is incorporating the use of purposeful mentor text.

When I think about effective writing instruction, I must take me the teacher out of the equation first and what is easier for me to deliver instruction. I must be lead by the students needs/expectations to support them in writing with purpose. Also, I must convey the purpose for writing tasks so they are not left uninformed, confused, and are confident to be effective. Every child has thier own writing pathway.

When we teach writing to our students, it allows us to put into practice the processes of decoding and encoding because as we know practice makes permanent. Students need 8-10 touches with a skill before it is fully understood. The more practice we give them, the stronger they will be with the skills. 

An important change that I want to make in my writing instruction is using mentor texts to focus on key skills.

I will do this by looking at the mentor texts from our curriculum closely to find the pages or excerpts that align to our skills.

Not by reading the entire text.

This change is supported by recommendations 2 and 3 and helps students practice specific skills related to the unit we are studying.

So, an important change that I want to make in my writing instruction is using the mentor text to focus on key skills.

When I think about effective writing instruction, I know that what our teachers are doing is not effective and I will work to change the practices in our district by revising our pacing. 

I will know that my approach has been successful when I can walk into a school and see the writing workshop from our curriculum and pacing  being implemented in the majority of our classes.

It’s like a bright light.

You strengthen it with your instruction.

You can share it with your students.

But it isn’t dull.

It brightens the future.

But the important thing about writing instruction is that it changes a student’s future!

An important change that I want to make in my writing instruction is to improve peer review.

I will do this by including peer review feedback senetnce frames.

Not by unstructured feedback .

This change is supported by Strategy 1 Teach students the writing process.

So an important change that I want to make in my writing instruction is to utilize frames.

The important thing about writing is that you express your thoughts.

It’s like designing thoughts

You imagine it in your head

You can lay it out in your mind

But it isn’t horizontal

It gathers your thoughts

But the most important thing about writing is that you express your thoughts.

     An important change that I want to make in my writing instruction is to include more time for writing.

I will do this by intentionally putting writing into my lessons.

Not by just having students write.

This change is supported by being intentional and helps students be intentional about their writing.

So an important change that I want to make in my writing instruction is being intentional.

When I think about effective writing instruction, I think of being intentional about what I want the students to know, how do I get the students there, what type of mentor text should be used, and what other strategies can I include that will be beneficial for the students. 

The important thing about writing instruction is that it’s a skill you use to communicate your thoughts.

It’s like a window into your feelings and ideas

You can use it in shaping your thoughts 

You can influence and persuade others

But it is not an exact science

It’s a skill that is learned and one that you can get better at

But the important thing about writing instruction is that it’s a skill you use to communicate your thoughts.

An important change that I want to make in my writing instruction is to start out simple.

I will do this by introducing the “fever dream” and the “copy/change” strategies I have learned.

Not by expecting a finished draft too early in the writing process.

This change is supported by my experience today and helps students digest a writing assignment in smaller chunks, which should improve their confidence in the writing process.

So an important change I want to make in my writing instruction is to start out simple.

Because writing is a process, modeling and collaboration are valuable. An important change that I want to make in my writing instruction is to be clear about the purpose and audience and allow students to encourage, edit, and support each other.

I will do this by modeling an example where we focus on the purpose and audience not by just assigning something and jumping right in.

This change is supported by modeling, practice, and collaboration and helps students learn how to edit their own work to prepare for a final product. Therefore, an important change that I want to make in my writing instruction is to model and allow students to collaborate, communicate, and access each other's writing development, using and understanding rubrics.

An important change that I want to make in my writing instruction is relative to all areas of instruction.

I will do this by collaborating with colleagues (e.g. PLCs)

Not by assigning tasks without purpose.

This change is supported by evidence and helps students utilize writing styles for complete understanding of instruction.

So an important change that I want to make in my writing instruction is more formative/summative evaluations. 

When writing activities/prompts are provided, the students will understand the importance of a variety of writing purposes (e.g. expository, persuasive. narrative) to communicate thoughts/ideas more effectively.