The Importance of Writing

The Importance of Writing

Writing is a crucial means of communication for staying in touch with and maintaining effective communication with families, friends, and workmates (De Wit et al., 2018). Research has indicated that engaging in written expression can have significant psychological and physiological advantages. Writing is crucial as it significantly enhances a student’s reading abilities. Furthermore, the more students engage in writing, the greater their reading proficiency. Writing is crucial for another reason: research has demonstrated that when students write on the content and information they have read, their reading comprehension is enhanced. Writing has a significant role in developing literacy skills and enhancing students’ communication ability, which is crucial for academic achievement (De Wit et al., 2018). Additionally, it enhances their creative abilities and expands their capacity for knowledge. Writing is essential to daily life and is necessary for almost any profession, including nursing, law enforcement, computer technology, and engineering (De Wit et al., 2018).

The educational reform movement has placed significant emphasis on writing due to the implementation of the Common Core Standards (CCSS). Before implementing the Common Core State Standards (CCSS), reading held a higher level of importance. However, following the introduction of CCSS, writing has taken center stage. The Common Core State Standards (CCSS) provide specific writing skills that students must achieve at every grade level. Students acquire writing skills for many purposes during the intermediate school years (6th – 8th grades). Students acquire the skills to compose compelling and educational articles and narrative tales (De Wit et al., 2018). In addition, students can utilize writing as a means of recollection, organization, analysis, interpretation, and knowledge construction in relation to their coursework.

How Writing Develops

Several methods, such as demonstration, utilization of phrase starters, color coding, peer conferencing, and the stage method, can instruct writing. To comprehend the writing development process, it is crucial to grasp the essential abilities required for writing (Shore et al., 2015). Spelling is a crucial component in acquiring the skill of writing correctly. Students must dedicate time to acquiring this highly significant talent. When students have to continuously pause and contemplate the correct spelling of a term, it leads to a loss of memory of their intended writing. Developing a student’s writing requires more than just spelling proficiency. Students must also cultivate their abilities in planning, drafting, revising, and editing their work.

Writing is a mental activity that is both goal-directed and self-sustaining (Shore et al., 2015). Effective writing involves adeptly navigating the writing setting, understanding the boundaries set by the subject at hand and the writer’s aims, and employing the necessary procedures, knowledge, and abilities to create a cohesive composition. The two dominant techniques in writing development are contextual and cognitive/motivational. Contextual writing encompasses various facets. Contextual writing development is influenced by and also influences the social, historical, political, and institutional environment in which it takes place. Depending on the situation, the contextual perspective will differ in different settings, such as school, family, and job. It is also influenced by the curriculum and the choices made by teachers.

The cognitive/motivational approach to writing is another (Shore et al., 2015). The individual writer as well as the mental and emotional processes involved in producing text are the main subjects of the cognitive/motivational approach to writing. To formulate a writing goal, plan a strategy to achieve it, and draw conclusions about the target audience and possible writing material, writers use the cognitive processes of text interpretation, reflection, and text production. Both working memory and long-term memory are essential to the cognitive/motivational perspective. Working memory acts as a bridge between memory, motivation, and cognitive functions. Retaining information about a writing topic, such as grammatical nuances, terminology, and genre expertise, is referred to as long-term memory.

Evidence-Based Writing Practices

All instructors, regardless of the subject they teach, should utilize evidence-based practices (EBP). When it comes to writing, various evidence-based practices (EBP) can be utilized to target a student’s areas of weakness. These evidence-based practices (EBP) encompass explicit spelling teaching, self-regulated method building, close reading, and others (Franzen & Bannon, 2016). Explicit spelling education involves teaching students specific strategies and techniques for learning the fundamental patterns that determine the spelling of many English words. When employing explicit spelling instruction, teachers must curate spelling lists of words likely to be utilized in a student’s work. Three tactics that should be incorporated into every spelling unit include tracing and visualization, spelling games, and collaborative study among peers (Franzen & Bannon, 2016). Self-regulated strategy development (SRSD) is an educational method for teaching writing in many forms and at different grade levels (Franzen & Bannon, 2016). It encompasses persuasive/opinion, informative/explanatory, and narrative/story writing. Students with disabilities, struggling writers, and students in conventional classrooms have all shown benefits from SRSD. It improves a student’s performance in five main areas: writing approach, writing knowledge, writing quality, writing genre elements, and motivation and self-efficacy. SRSD enhances these facets of a student’s performance.

Encouraging Educators to Utilize the Research

Experienced teachers often rely on their proven methods and strategies based on their past successes in multiple classrooms. Nevertheless, educators must employ evidence-based practices while teaching and be strongly encouraged to do so. Instructors who are unsure about how to choose solutions should be encouraged to research the topic and read up on the literature regarding the culture of hope that is promoted and motivated by evidence-based practices. They often find the pertinent information they want in peer-reviewed journals and several studies on the particular approach they are thinking about taking. The legal requirement to apply evidence-based practice (EBP) is another reason why educators should be encouraged to use research. Teachers are obligated by federal legislation such as the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA ’04) to utilize academic and behavioral techniques rooted in scientifically validated research.

Summary

Historically, literacy has been defined as the ability to read and write, emphasizing reading as the main component of this basic definition. No one ever took the time to consider the possibility that there might be alternative criteria to these strict parameters where the child or children are not meeting the standard of being considered literate. Their fluency and accuracy were not evaluated; instead, they were grouped with everyone else. When it came to writing, they were completely incompetent. There was a lack of effort or motivation to monitor the specific levels of literacy, verbal fluency, and personalized writing skills of these children. They assessed which children possessed literacy skills (fitting in the round holes) and which did not (fitting in the square holes). Had they devoted sufficient time and contemplation to factors such as the environment, socioeconomic opportunities, race, and mild disabilities, they would have observed that numerous children, despite their initial sharp and angular characteristics, have been shaped and refined through the combined efforts of exceptional educators and their determination to acquire knowledge. The only obstacle preventing them from achieving great success was the lack of time and opportunity, which the past seemed uninterested in providing or assisting them in obtaining. At that time, the sole focus was on figures statistics, concealing the negative aspects, and enhancing the positive aspects to the highest possible level of shine. Fortunately, individuals with higher intelligence, greater clarity of thought, and stronger convictions were victorious.

The government intervened, prompting the legal system to become engaged, and a coalition of conscientious educators emerged, unified in their efforts to effect positive change. In recent years, writing has gained prominence. The assessment methods and techniques used to evaluate a child’s reading and writing skills and their current proficiency level have evolved into a more practical and comprehensive approach. This approach emphasizes hands-on activities and promotes a unified mindset, ensuring consistency across classrooms, schools, and districts. A conventional method for a typical issue will, in most instances, address a standard resolution. Writing can pose significant difficulties for students; hence, teachers must employ evidence-based practices to facilitate the growth and enhancement of students’ writing abilities across many genres.

References

De Wit, L., Fenenga, C., Giammarchi, C., Di Furia, L., Hutter, I., De Winter, A., & Meijering, L. (2018). Community-based initiatives improving critical health literacy: a systematic review and meta-synthesis of qualitative evidence. BMC Public Health, 18, 1-11.

Franzen, S., & Bannon, C. M. (2016). Merging information literacy and evidence-based practice in an undergraduate health sciences curriculum map. Communications in Information Literacy.

Shore, J., Sabatini, J., Lentini, J., Holtzman, S., & McNeil, A. (2015). Development of an evidence-based reading fluency program for adult literacy learners. Reading Psychology, 36(1), 86-104.

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Journal article reviews enable you to think critically and synthesize information.
For this assignment, you will analyze and synthesize the information from 3 of the articles listed below.

The Importance of Writing

Choose at least 3 of the articles located on the Evidence-Based Writing Practices Assignment page of interest to you and write a 4–6-page paper. Include a correctly formatted title page, abstract, and reference page in the current APA format (not included in the page count). The paper must include an introduction (the introduction does not require a heading—it is assumed based on its location) and the required headings listed below. You may add additional headings as appropriate to organize your paper. Your paper must include at least 10 citations total from the 3 articles you select. For example, 3 citations from an article, 3 citations from another article, and 4 citations from a third article, or any combination equaling 10. Eight of the citations may not be direct quotations from the articles. Include at least 1 citation per section.

Required Headings
• The Importance of Writing
• How Writing Develops
• Evidence-Based Writing Practices
• Encouraging Educators to Utilize the Research
• Summary