Bringing Writing To Life

By -

 


This week was another interesting one. We looked at descriptive writing, its elements, types, structure, ways to organize ideas, and even some of the transitions that make writing flow. I liked how everything connected. Descriptive writing really is about helping readers see and feel what you are talking about. It is not just about using big words or fancy adjectives, but about bringing a moment or an image to life through details.

We also started narrative writing. We have not gone too deep yet, but from what we covered, I can already tell I am going to enjoy it. I like that it gives writers the freedom to tell a story and be creative while still using all the skills from descriptive writing. I honestly cannot wait to delve deeper and learn how to help my students write stories that sound real and meaningful.

What stood out to me this week is how closely descriptive and narrative writing go together. The descriptions make a story come alive, and the story gives those details a purpose. It reminded me that writing is not just about getting everything correct, but about helping students express what they feel and imagine in their own voices

Comments

Post a Comment

Popular posts from this blog

Reflective Post 1: The Value of Understanding the Stages of Writing

By -
Learning about the different stages of writing really opened my eyes to how students’ skills develop over time. The first three stages are mostly seen in the lower grades (K–3), while stages four to six appear as students move further along in school. For instance, emergent writers often begin with scribbles and drawings, while early writers use letters and invented spelling to form words and simple sentences. One of my classmates pointed out that writing can actually begin as early as Kindergarten. That insight reminded me that writing doesn’t have to be perfect at first; it’s a messy process of trial, error, and revisions before reaching a polished piece. I also realized that even the earliest attempts, like scri bbles or drawings, are meaningful and should be celebrated as the first steps in a child’s journey as a writer. As an educator, this makes me think about the importance of realistic expectations. I can’t expect a Grade 1 child to write like a Grade 6 student, b...
Read more

Reflection 1: Stages of Writing Development

By -
      Last week, we conducted our own research on the  Stages of Writing Development  before the teacher introduced us to those outlined in ROG (2007). In my research, I came across the work of  Teale and Sulzby (1986) , which provided me with some insight into how children transition from scribbling and drawing to more conventional forms of writing. Then, our teacher later showed us the stages of ROG. It was interesting to compare what I had found with that of ROG's.       It was then, during my research, that I realized what I used to think of as “just scribbling” actually has real meaning. Teale and Sulzby describe how those early marks are a critical part of the preliterate stage, and ROG confirmed that children’s random symbols and drawings are not meaningless but are their first attempts at written communication. Before, I might have dismissed these as play, but now I see them as the very foundation of literacy.    ...
Read more