Writing Policy

writing policy 3

 

Language Arts – Writing Policy

Rationale

Writing is one of the key elements of any language. It is a process that enables individuals to communicate their thoughts, opinions and ideas to others for present and future purposes.  Writing is used as a way of representing phonetical symbols to create initial sounds. Writing makes a significant contribution to the development of children as thinkers and learners.  This policy seeks to enhance students’ writing skills; to develop their creativity, imagination, perceptions and furthermore to instill in them a love for writing.

Guidelines

  • Clear targets should be set for each writing lesson.
  • Provide students with a model of the type of writing expected.
  • Students should be encouraged to plan their writing, perhaps following a group discussion, with the teacher recording suggestions on the board.
  • Writing should follow the five (5) stage process: pre-writing, first draft (drafting), revising (proof reading), editing and publishing.
  • Students should be given the opportunity to write on topics/subjects of their choice.
  • Allow students to represent their writing with drawings especially for lower grades.
  • Choose topics which are familiar to students.
  • Encourage different modes of writing:

1. Collaborative Writing: two (2) or more students working together to produce a                                       single piece of writing.

2. Shared Writing: teacher and student produce one piece of writing.

3. Independent Writing: Students produce their individual pieces.

  • Allow students to vary their writing through the use of journals, sketches, diaries, poems, autobiographies, biographies etc.
  • Writing should be done on a weekly basis.

Assessing students writing is very important.  When the teacher shows interest in the students’ work, it allows students to feel a sense of ownership and it encourages them to write.

Guidelines for assessing students’ work

  • Teachers should “conference” with students while they are engaged in their writing.
  • Students should be encouraged to proofread and edit their own work or that of another student. A criteria checklist should be provided for this activity to aid with the task.
  • Students should be allowed or encouraged to present their edited pieces of writing to the class, while their classmates (audience) provide feedback.
  • Teacher’s feedback should always be positive and encouraging.
  • A standard marking scheme should be used for final evaluation.