Hopefully, you know you're not alone in that feeling of inadequacy when you teach and grade writing.
First of all, -- important sidenote -- you are capable, effective, and great -- let's get that part clear. Secondly, you're right; it's not easy. After all, you're supposed to "grade" it -- up against what? Even for English teachers and professors, grading essays is a subjective perspective. What one English professor finds great, another may find average. In a classroom, well-written essays are relative to the other essays in the class. When my son was in tenth grade, I had no way of knowing if he was writing better or worse than other students his age. What's more, most classes (except maybe math classes) in colleges and universities require writing, not just in English classes. How do you know which way to steer your children?
My apologies for raising your stress level, but that's not all. There's also the creative aspect of writing. How do you teach creativity in writing? I noticed that several writing curriculums offer a formula/template to guide students in creative writing. These are great introductions to creative writing, but they sort of remind me of the painting-by-numbers activities from the arts and crafts department. The painting comes out okay, but there wasn't much masterpiece-type of thinking involved. It's a great start, but eventually, this cord has to be cut.
Good writing also depends on students' attitude. Character/work ethic plays a crucial role. A parent mustn't resort to "Writing is just not his thing." Just because he doesn't want to write is futile information to what needs to be done. He may not have an interest, and writing may not be God's plan, but he needs to accept the challenge.
Writing is important. We need to teach our children to communicate in a logical and effective, fruitful way.
Whether your child is writing creative fiction (short stories) or nonfiction (persuasive, argumentative, personal response and/or journal entries, or expository essays), creativity plays a significant part.
Artists -- painters, for example -- pay attention to the works of famous artists -- the shades, colors, empty spots, density in colors, busy spots, symbols, mood of colors, shapes, and tone. Aspiring artists study the techniques. Then, they practice the skills to the point of making each brush stroke intentional.
It's an art, and writing is as well. It takes practice. There can be a particular aspect the student may want to practice and develop in his future writings. Then, he moves on to another artistic aspect.
Therefore, reading and studying great literary works are essential; the best writers are deep readers. When I taught Advanced Placement English to high school seniors, the best writers in the class were also the most avid readers. These writers adapt to the art by viewing the art. This is a great place to start. You can't lose by providing a blanket and a book.
Below are two writing exercises that have proven positive benefits:
Writing Practice #1: Rewriting and Finding Your Writing Style
Objective - #1, The student will identify an author's writing technique. #2, The student will experience the process of revision. #3, The student will reveal his own writing style.
1. First of all, I suggest for students to read a book or short story. Four short stories that work well include
"Misery" - short story by Anton Chekov
"The Tell-Tale Heart" by Edgar Allan Poe
"Bartleby, the Scrivener" by Herman Melville.
The Curious Case of Benjamin Button by F. Scott Fitzgerald
These are well-written stories with four different writing styles; however, choose any favorite story or chapter from a book written by a good writer.
2. The student is to imagine being a strict editor on the piece he/she read and rewrite each and every sentence to try and make it sound even better. Choose two or three paragraphs to be rewritten - each sentence rephrased with different words and sentence structure. The revision should carry the same tone and message. In some cases, the student may choose to combine two sentences into one or split one sentence in two.
3. Then, the student is to read his/her edited work carefully, suggestibly aloud, and answer the following:
- What do I notice about the author's writing style?
- Does my revised version tell the same story and carry the same tone? (If not, make necessary changes in order to do so.)
Writing Practice #2: Digging Deeper
Objective: The student will write a conclusive memoir, revealing accuracy in the details while giving clarity in the details of his memory, which is essential in writing memoirs.
Memoir: a 1st person point-of-view true story based on a small part of the writer's life or one theme in his life. For example, the student can write a memoir about life on the baseball field, or his love for coffee, or of any past event or experience.
Many essays provide deeper critical thought than others, but writing can help a student think deeper, more critically, and with more diligence. One way to help is for the student to pretend a toddler is standing beside the student as he writes his/her memoir; the toddler constantly asks "Why?" after each sentence written. The answer "It just is!" is not an acceptable answer.
For example, above in this article, I wrote, "It's an art, and writing is as well."
WHY? says the pretend toddler.
Now, I must give an answer: Writing contains different colors, in a way -- the tone, the subject, the way the sentences are written can be compared to how a stroke of a paint brush is intentional for a reason.
-->I now have clarity that I didn't provide above. I took the time to think about my statement.
Rushed writing is typically shallow, uninteresting, and nothing we haven't read before. To produce originality, stop and think as you write. Continuously ask "WHY."
Do you need more help in clear, effective writing? In my high school classes, I implemented "my 3 ex's" within their writing assignments: expand, explain, example. I thought it was hilarious giving the introduction ("Meet my 3 ex's!"), but they left me chuckling by myself.
Along with asking "why" after each sentence, the students were also to wonder, "Is this a place where Mrs. Foster may write expand, explain, or example with her nasty red pen?" If so, then apply the 3 ex's and give the writing more depth.
Clarity is key -- a student must never assume readers fully understand the message.
Don't let this seem too daunting! Both writing practices can be repeated; along with the reading, these lessons can cover a full month of learning and writing improvement.
As a homeschool veteran of 11 years, a high school English teacher of 6 years, a writer/published author, and a graduate with a creative writing master's degree, I'm not too shabby in giving you some help.
I have five more effective writing exercises that I'm sending in my newsletter to subscribers. The lessons are certain to improve your children's writings. You'll also be a worthy part of my newsletter group -- an encouraging community of parents.
You can also email me at fosteringtruth@outlook.com with the Subject, "SUBSCRIBE REQUEST." I will reply with a link to the free lessons and sign you up.
Writing is a huge subject, so I have more help for you coming soon.