Recent results from Ofsted inspections have highlighted the detrimental impact the Covid-19 pandemic has had on students\u2019 writing proficiency and stamina. Many teachers reported that students had fallen back on spelling, grammar, handwriting, punctuation, and presentation.<\/p>\n
Many in education no longer consider students developing their written proficiency as a skill they need to learn, but rather a skill they need for learning. This is because the power of proficient writing skills is not only evident in English classes, but are linked to better academic performance in a variety of different subject areas such as Maths and Science.<\/p>\n
If a student has weak writing skills, the negative implications can be long-lasting. This is because writing is also a necessary skill for future success as applications for university and jobs all have written components: personal statements or cover letters are essential to the recruitment process.<\/p>\n
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For students to maximise their full academic potential, we can encourage them to write more. Research shows that in order to effectively teach students good writing skills, teachers can:<\/p>\n
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Consider setting your students regular homework assignments that include tasks such as essays, making flashcards to summarise their learning for the week, completing past papers, writing summaries and self-reflections, or making information posters by hand. By regularly setting homework tasks that require them to use different writing skills, your students will be able to enhance their writing proficiency and stamina by the time exam season rolls around. However, as a teacher, it is also important that you provide your students with timely feedback when addressing fundamental writing skills such as handwriting, spelling or sentence structure to support their learning.<\/p>\n
Although writing instruction should focus on realistic tasks such as analysing source material, engaging in critical thinking or identifying information, the benefit of creative writing should not be overlooked. Research shows that creative writing can improve students\u2019 focus, dedication to learning, and keeps them motivated. By allowing students to be creative, they also develop their problem-solving skills, cretive thinking ability creative thinking ability, logical skills, and a personal voice. Not only are these skills beneficial for overall written comprehension, but other areas of learning such as Maths and science too.<\/p>\n
When typing on a laptop or tablet, students tend to take verbatim notes - resulting in shallow processing of the material, due to less engagement with the content they\u2019re trying to learn. Concurrently, taking notes by hand can lead to more in-depth understanding and better memory recall as students give more thought to what information they should be writing down, and what information is irrelevant. By successfully summarising this lesson material, students\u2019 cognitive load doesn\u2019t become overwhelmed. One useful note-taking strategy is the Cornell Note Taking Method : students divide their sheet into sections dedicated to notes, key terms, and summary on the topic. Students can refer back to their note sheet throughout the semester and ask themselves specific questions about the course content or attempt to learn each key word through retrieval (i.e. recall the definition of the key word from memory).<\/p>\n
Research shows that keeping a diary can improve well-being and metacognition, but for many, it is too time-consuming. A quicker solution for students is to grab a pen and paper to go down their feelings whenever their thoughts and emotions become overwhelming. Through writing, mind mapping, or even doodling - whatever suits them.<\/p>\n
As student life can be quite stressful can be quite stressful, encouraging your students to jot down their emotions can help to:<\/p>\n
\u2013 Alleviate their stress<\/p>\n
\u2013 Improve their concentration and memory<\/p>\n
\u2013 Process their emotion<\/p>\n
\u2013 Prevent overreaction<\/p>\n
But it also allows students to further develop their writing skills in a way that is beneficial to their mental well-being.<\/p>\n
Writing is an extremely complex skill for students to develop effectively and therefore requires good instructional teaching and time. It isn\u2019t a skill that should be rushed. A report by the National Commission on Writing (NCOW) found that \u201cin today\u2019s schools, writing is a prisoner of time\u201d. Although published in 2003, the findings have been consistently replicated. Research shows that teachers who are confident in their ability to teach writing effectively are more likely to devote more time to teaching it and apply written work tasks in their classroom. As a result, it is important that teachers also improve their knowledge of what good writing, vocabulary, evaluation, and sentence structure is to maximise students\u2019 written development.<\/p>\n
The importance of writing should not be ignored. Not only can it benefit your students\u2019 academic approach, but the way they engage with class content. Teachers play a vital role in developing writing proficiency in students, so it is important that the tasks you set reflect this. However, make sure to not overdo it to keep students engaged in the task. If you feel your class or an individual student isn\u2019t displaying adequate writing skills, then make sure you take the time to teach the skill and support them with their development. Reiterate the importance of knowing how to write and practise what you teach.<\/p>\n
<\/p>","protected":false},"excerpt":{"rendered":"
Hasil-hasil terkini dari inspeksi Ofsted telah menyoroti dampak merugikan yang pandemi Covid-19 berikan terhadap kemampuan menulis dan daya tahan siswa. Banyak guru melaporkan bahwa siswa mengalami kemunduran dalam ejaan, tata bahasa, tulisan tangan, tanda baca, dan presentasi. MENGAPA KEMAMPUAN MENULIS SANGAT PENTING? Banyak di kalangan pendidikan tidak lagi menganggap perkembangan kemampuan menulis siswa sebagai keterampilan […]<\/p>","protected":false},"author":1,"featured_media":1784,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1782","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-info"],"_links":{"self":[{"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/posts\/1782","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/comments?post=1782"}],"version-history":[{"count":9,"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/posts\/1782\/revisions"}],"predecessor-version":[{"id":2252,"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/posts\/1782\/revisions\/2252"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/media\/1784"}],"wp:attachment":[{"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/media?parent=1782"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/categories?post=1782"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mybook.co.id\/en\/wp-json\/wp\/v2\/tags?post=1782"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}