Reading Matters Winter 2018

Increasing Engagement in theWriting Process: Effective Strategies and Digital Tools

By Lindsay Yearta, Winthrop University; Katie Kelly, Furman University & Tanner Slagle, Winthrop University

Abstract— Increasing engagement in the writing process is possible with the use of imagery, opportunities for collaboration, and relevant feedback in the early childhood and elementary classrooms. The authors examine traditional and digital methods for increasing engagement in the writing process and provide strategies and ideas for implementation.

strategy. Instead of using the strategy to summarize a story, the student works in reverse to design the narrative by selecting three photographs and then arranging them so that one photograph represents the beginning of the story, one the middle, and the final image represents the end of the student’s story. This strategy allows students to be active participants in the planning process; they are physically moving pictures around and deciding how the story will unfold. After brainstorming and organizing their thoughts, students have an opportunity to begin drafting on paper. Through this experience, students engage in the writing process by brainstorming, organizing their ideas, and drafting their writing. Collaboration Writing does not exist in a vacuum (Cruz, 2008). Rather, writing is a collaborative activity in which students discuss ideas, co-author pieces, and share feedback to facilitate revision and editing. The organization of the classroom can serve to encourage student collaboration. Having a designated“collaboration corner”can provide the students with a physical space to meet, discuss ideas and drafts, and construct text with one another. The act of collaboration is an essential component of the creation process for both traditional and multimodal texts (Lenters &Winters, 2013). As young writers work collaboratively to draft, compose, and share their work with others, they are strengthening their individual pieces. When students engage in the writing process with their peers, they are able to have a conversation with one another as they share ideas and seek feedback. Collaboration is a vital characteristic of the writing process because, as Graves (1983) reminds us, writing is“meant to be shared with many audiences”(p. 54). While an emphasis is often placed on students’“final products, it is important to remember that students’pieces can be shared in their final stages for celebration as well as throughout the process in order to receive feedback. Feedback Feedback is most beneficial to students’writing development when it is specific, constructive, timely, and relevant (McGee, 2017; Roskos & Neuman, 2012). Furthermore, capitalizing on students’strengths and providing feedback throughout the writing process are integral to student development (Bomer, 2010; McGee 2017). It is important for the teacher to serve as a listener and a reader when giving students feedback about their writing (Fletcher & Portalupi, 2001). This allows the teacher to position herself as an equal, to ask questions, and to build on the student’s strengths (Stover Kelly &Yearta, 2017). In addition to teacher feedback, students should also engage in peer- to-peer feedback. When students are more actively engaged in the learning and assessment process, it becomes more meaningful (Stover Kelly &Yearta, 2017). One way to actively engage students in the writing process and to offer feedback is through the use of technology.

Reading Matters Technology Matters

“I don’t know what to write about.” “How long does this need to be?” “I don’t need to revise. It’s already good.”

As educators, we have all heard comments similar to the ones above. It is common for students to have limited identities as writers when they view the act of writing as a mere task to be completed for the teacher. Many of these children lack motivation and interest in writing and therefore are rarely engaged beyond the bare minimum of expectations. Engaging students in the writing process is an integral part of our jobs as educators. Therefore, in this article, we explore strategies to help increase engagement in the writing process. We also discuss suggestions for authentic integration of technology to motivate students as writers. Strategies for Increasing Writing Engagement Teaching, learning, and making time for writing must be a daily priority in our classrooms where students write, share their writing, give and receive feedback, and reflect on their writing (Wood, Taylor, & Stover Kelly, 2016). Calkins and Ehrenworth (2016) build from the work of Donald Murray (1968) as they advocate for working through the writing process in an authentic manner, encouraging young writers to collect ideas, draft, revise, and edit. Ralph Fletcher and JoAnn Portalupi (2001) remind us that each writer experiences a writing process rather than the writing process. In that spirit, teachers can help students find their own unique processes and engage in the act of writing with the use of imagery, collaboration, and effective feedback. Imagery For students who have difficulty finding a topic to write about, the use of images can provide a springboard to facilitate both the brainstorming and drafting processes. When students are brainstorming ideas to write about, Gabriel and Gabriel (2010) found that“art can be an especially effective entry point”(p. 680). Having a box of“story starters”with personal photographs, magazine images, and calendar photos can be just the tool to spark an idea. Specifically, students can use their“story starter”and write from the perspective of a person or object within the photograph or as someone observing the activity. An additional option is to utilize a modified BME, or beginning middle end, summarization

Reading Matters | Volume 18 • Winter 2018 | scira.org | 31

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