Give 100 hours of writing practice in 15 weeks
Learning enough about any skill to be able to profit from additional study of that skill requires 100 hours of practice, according to researchers. After 50 years of writing expository nonfiction and teaching teens and adults to write expository nonfiction, I’ve figured out how squish those required 100 hours’ writing practice in 15 weeks.
The general procedure
Maintain a single focus. To turn non-writers into competent expository writers in 15 weeks you and your students must do nothing in those 15 weeks except activities that are an essential part of the process of expository nonfiction writing. Don’t ask students to write narrative—even nonfiction narrative—or to write arguments or to read anything other than expository nonfiction. Adding those elements doesn’t make the course interesting: they make the course difficult. Focus every class session on having students respond to that week’s writing prompt(s).
Ready 20 writing prompts. You will need to have 20 writing prompts prepared before the course starts. You won’t have time to prepare prompts during the course. Each prompt should be on some aspect of communication, which is, after all, what English classes are supposed to teach. There are enough potential communications topics to give every student at least moderately interesting to write about a few times a semester.
Embed each writing prompt in a lesson. Each writing prompt should be delivered within a self-contained writing lesson (see below). Use the same format for each lesson to keep things as simple as possible. Each prompt should enable students to plan, research, draft, revise and edit their responses in a maximum of five hours. (Five hours work on each of 20 writing prompts yields the desired 100 hours.)
Make class time writing time. Students can’t improve their writing until they first know what the process of writing looks and feels like. Except for those few early days of the course when you are presenting the writing process, have students spend most of their class time on task(s) to prepare them for that week’s writing prompt, such as:
- figuring out what question the writing prompt is asking
- phrasing a working thesis to responds to that question
- developing a writing skeleton™
- rippling to identify information sources for their responses to that week’s writing prompt
Teach while students prepare to write. Except during class periods when students are writing their texts, you should use class time for teaching. Circulate through the room. Look at what students are doing. Read. React. Confer with individual students about their work. Ask students if they could have avoided a particular problem by doing something differently earlier in the writing process. Give help where it’s needed.
Push students to complete entire tasks in class. Don’t hesitate to require student to submit a copy of their work by the end of a class period if that’s what it takes to keep them working.
Require students to write under test conditions. Devote at least one class period a week to having students compose their responses to that week’s writing prompt under whatever test conditions (handwrite/keyboard) you’ve established for the course. You need to get students used to producing complete clean drafts under pressure. On a topic for which they have prepared, teens and adult students should be able to produce 600 handwritten words in longhand or on a keyboard in an hour.
Do group instruction once.
Present the writing process 3 times. In the first three of the 15 weeks, lead students three times through the entire process of responding to an expository writing prompt. The first week, go through the process carefully using students’ first week writing prompt as the demonstration material. Repeat the procedure the next two weeks with those weeks’ writing prompts as demonstration material. Each time, before you give students the writing lesson which includes the following basic information for that particular writing prompt, talk students through how to
- figure out what question they are being asked,
- phrase a working thesis that responds to that question, and
- develop a writing skeleton™ for that working thesis.
After that, the information in the writing prompt should provide enough guidance for most students. If a student has difficulty understanding the directions, you can deal individually with that student. You’ll find a discussion of eight essential strategies for student writers at my yctwriting.com site.
The writing lesson below shows how material that students need in to know to complete each assignment is included in the writing lesson. Here ripple strategy is explained in detail, providing students with a reference, should they require one.
Evaluate with a checklist
Use a simple checklist to tell students how they performed. Every item on the checklist should be (a) essential to the expository writing process, and (b) worded in such a way that the only possible responses are yes or no. Ideally, your checklist should be arranged in order of the importance of that item to the entire writing process. Thus, my six-item checklist starts with “The writer’s thesis is clearly stated in the opening paragraph” and ends with “The writer ‘does the evidence waltz’ in each body paragraph so the presence and significance of the evidence to the writer’s thesis is clear.”
During the 100 hours students are working to develop basic writing skill don’t even think about any of the finer points of writing. After everyone in your class has mastered the basics, then you can begin helping them learn ways to modify the basic expository pattern and to make their writing more powerful. Until you have all your students capable of responding to a writing prompt on a subject about which they are knowledgeable in a clear, coherent text don’t even think about having them write anything more interesting.
Is preparing those lessons too much work?
I have two collections of writing prompts that you can buy. Both collections are available from my E-junkie shop.
- Ready, Set, Write! is contains 20 complete writing lessons for not-yet-competent teen and adult writers. They aren’t simplistic, but they simplify the writing process.
- Bullying Begins as Words contains prompts five prompts for not-yet-competent writers plus five for competent writers and five for proficient writers.
When you buy either collection you get an e-book containing all the prompts and teacher information for each prompt, plus a handbook you can use with any of my PenPrompts collections. Within a few days after your purchase, you will receive information about where to download individual copies of your prompts authorizing you to reproduce the prompts for use with your students as long for the rest of your teaching career.
©2020 Linda G. Aragoni