Responding to and Editing Writing - Teaching Approach
It is important to develop children as reflective writers by giving ample opportunity throughout the writing process to talk about themselves as writers, enable them to voice their views, listen to others and develop new knowledge and understanding.
Reading writing aloud
Children’s writing can be improved if they, a partner or their teacher reads it aloud at an early stage, giving it life and breath and helping the young author see the patterns and tunes they have created.
Using response partners
Just as an author would work with an editor, children should be given opportunities to help each other by reading their writing aloud and responding as readers. This allows them to support each other as they compose and structure their ideas. Writers can tell response partners what they are pleased with in their writing, particular concepts or parts of the story they may be struggling with and gaining a picture from the reader of how their impacts on them. Response partners should be encouraged to reflect on the impact of the narrative and illustrations on them as a reader. Children can then re-draft sections of their work, based on these conversations.
Establishing editing partners
At the final stage of the writing process, it is important that children are given time to support each other with transcription proof reading, looking at spelling, punctuation and grammar and consider the quality of the writing as a whole, prior to publication.