Chapter 13 talked a lot about the writing process as a whole. This is not something that I’ve addressed very much, if at all, throughout the course of this semester. Looking back, I wish I would have focused on this a bit more. The writing process is beneficial for all students at all ages and reading/writing levels. Students not only focus on their writing, but they focus on editing, proofreading, and revising. This also incorporates reading into the process as they reread their own work, as well as read their peers’ work for peer reviews. Students can also learn a lot by reviewing their work and realizing some of the mistakes they made. They will often times be able to realize their mistakes and correct themselves without the teachers even saying anything.
I’ve noticed this on a small-scale while I was working with Adriana and other students. If I’ve noticed that they’ve made a spelling error or skipped a word in their writing, I will just say, “How about you read back to me what you just wrote.” Sometimes before they even finish reading the sentence, they will realize the mistake and fix it, or at least attempt to fix it. I wish I was able to do more activities like this. When students re-read their own work, they stop and slow down a bit which gives them time to focus on the technical parts of writing such as spelling, grammar, and word order.
Tying this into struggling readers and writers, the writing process is still extremely beneficial and important. Struggling readers and writers especially will make a lot of mistakes, often because they try to go too fast to keep up with the rest of the class. Having students slow down, reread their work, have someone else read their work, and make revisions will help their writing to expand. They will also get practice reading and be able to focus on the techniques that they learn in a bottom up approach. By implementing these techniques, students will be strengthening their skills and work on becoming excellent readers and writers.
Overall, the writing process is great to use for all pieces of writing. Once students learn how the process works, they should be able to use it whenever they have a writing assignment. Rereading and revising should be their natural instinct whenever they write something, rather than just thinking they are done after quickly writing down a couple sentences so they can be done. As long as students know writing is a process, they will be able to understand how to become a better writer, as well as a better reader.