Of course there comes a point when using the computer is optimal for my students, that point is after the first rough draft has been handwritten. That which appears easy is actually that which consumes thoughts and wastes time. This totally interrupts their concentration! The net result is that students spend (or waste) more time trying to get their thoughts 'back on track' than they do typing their thoughts. Seeing these errors immediately indicated on the screen, students feel compelled to stop and correct the designated errors. Word processing programs automatically and simultaneously address spelling, grammar and composition skills. I've found that allowing students, especially beginning students, to use the computer to create a rough draft actually impedes practice of the writing process because it addresses everything at once. Rewrite with the source text using the KWO and composition checklist.Brainstorm stylistic techniques to be included in the rough draft.

Retell the source text using just the KWO.

The steps to internalizing the process of writing well are: Granted, using a computer greatly simplifies the revising and editing step, but this step is the last step in IEW's process oriented methodology.

You can stop, evaluate, and make a decision about how best to proceed at that time.įor beginning students handwriting their first rough draft of a composition is essential! Resist the notion that easier is better. If you find you have a highly resistant child to the physical writing process, that child is trying to say something to you. Don't throw the baby out with the bath water. In the end, if you have 'neurotypical' kiddos, I think it's helpful to start them out with the handwriting method and slowly ease them into keyboarding in late middle school, but I also believe that you will be able to judge best. My first child had none of those challenges, so pen and paper worked very effectively. These two in combination have allowed her to focus on the actual writing process, relieving her of the stress of spelling. Later on it became a combination of keyboarding and voice dictation. Early on those accommodations were me acting as scribe. It became apparent early on that I needed to get her accommodations in order to be able to develop her writing skills. While he was building up to independence, I scribed for him.Īnother child of mine is severely dyslexic. Once he was up and keyboarding smoothly, writing became a pleasurable pursuit for him. I needed to separate the physical nature of manipulating a pen, which only served to frustrate and discourage him, from the actual creative writing process. It was very important that we move him to keyboarding as early as possible because he experienced such anguish and frustration with his penmanship. That being said, I think allowances should be made for individual needs and differences. Also, it allows writing to be accomplished anywhere there is paper and pen.The first draft, with all the pen and scribbles and scratch outs helps the child to internalize that it should never be a 'one and done' type of experience.It really helps the child to move through the process slowly and methodically.I believe that Andrew really prefers the beginning students use pen to hand write out the first draft (double spaced) and then use pencil to make the final draft.

Writing a rough draft