The kid who hates to write may also be the kid who is enthralled by video games. The games are probably more complicated than writing, but they appeal to kids because, among other things, they give rapid feedback.
Anyone attempting to learn a skill wants immediate feedback. Would you learn to knit if you had to wait until the end of the grading period to know if you were correctly applying the directions for knit and purl? I don’t think so.
The strategies writing teachers teach their least experienced writers should provide feedback apart from any feedback the teachers provide. That maxim is particularly important in what English teachers with self-destructive tendencies call the “pre-writing stage,” practically guaranteeing that students will skip planning entirely.
For planning strategies to be effective for struggling students, the strategies must have a quick pay off. Struggling writers cannot wait three days or a week to learn whether their plan worked. They need to know NOW.
The popular writers’ workshop strategy that has students write and rewrite to find their thesis does not give positive reinforcement soon enough to be effective with struggling writers or with writers who have learning difficulties.
If the first sentence Josh writes is a sensible working thesis sentence, that initial success makes it more likely that he will go on to prepare a three-sentence ¹writing skeleton™. Applying writing skeleton™ strategy reinforces Josh’s writing effort and makes it likely he will attempt another step in nonfiction process process.
How do you build feedback into the writing strategies you teach your beginning and struggling students?
¹ A writing skeleton™ is a list of main points of a piece of writing, each point formed by the working thesis statement plus the word because and a reason for believing the working thesis to be true. Such a skeleton keeps novice nonfiction writers from losing sight of their main point: As they plan they actually make their thesis statement part of their body paragraph topic sentences.