In Tompkins' textbook, chapter 11, a child's writing development is scaffolded. Students will learn to write and improve their work if the writing process is taught to them (pre-writing, draft, revision, editing, and publishing). Being able to use them at different stages of the writing process is a great reminder for us instructors to educate kids what to keep an eye for when they begin writing. The six characteristics of excellent writing, including ideas, organization, voice, word choice, sentence fluency, and mechanics, are taught to students. Writing workshops are an excellent approach to engage students and inspire them to write and tell tales. Students should share their writing with others and ask for criticism. This is just as important. In addition to teachers, friends and family members may also provide this criticism. Students can learn how to write better and develop their writing confidence by getting feedback.

In chapter 11 of Tompkins, it described how students develop their spelling and grammatical skills as writers.  Some of the common errors that students make while developing these skills are using double negatives, improper use of past-tense verbs, confusing "I" and "me" when using objective pronouns, and simply confusing a word for another similar looking word.  Initially, before reading this chapter, I did not realize the significance of reading in the spelling skill process; it seemed like writing would be the primary area where a student could improve his or her ability to to spell and construct sentences, or a piece of writing. However, I learned that by reading, students are presented with examples of varied parts of speech, grammatical formats, and punctuation that they can utilize to create their own writing. I can relate this to my experience in the field as my clinical educator works hard to create different activities for her students to improve their writing skills and ability to spell; one of my favorites is the whiteboard writing, where she writes a sentence on the board that students can copy, and then they are encouraged to create their own. Another is the spelling activity where she allows the students to create their sight words with play-do or slime. This engages the students while simultaneously improving their reading, writing, and spelling skills.

In chapter 11 of Tompkins, the text is mostly about scaffolding students writing development. I learned that there are six traits that students will learn in primary grades to incorporate into their writing. ideas, organization, voice, word choice, sentence fluency, and conventions. I also learned that a writing Workshop is a very good way to implement the writing process in students' education. students will write topics that they choose themselves, this is so that they assume ownership of their writing. students have writing folders to keep all of the papers related to their writing project that they're working on, students will also have access to the classroom Library so that they can read new books. as students right they will sit at desks or tables in small groups the teacher will circulate talking quietly briefly with everyone while other students talk quietly with their classroom and move around to assist each other or share ideas.