Improving Writing Opportunities in Elementary Classrooms

Although the benefits of using writing to help students reformulate and extend knowledge of a topic are often claimed, examination of writing practices in schools shows that teachers infrequently and unproductively use writing to promote knowledge development. This article describes features of writing assignments that provide knowledge development opportunities: higher-level thought processes are identified and used; text development is a tool for knowledge development; the written form facilitates knowledge development; students are encouraged to use control strategies; the design is appropriate to students' learning needs; and writing relates to other classroom activities designed to promote knowledge development. The instructional support required throughout the writing process is also described: teacher guidance and assistance for idea and text production are provided; the support is related to current learning needs; knowledge development is encouraged and rewarded; students are supported in making authorship decisions; and writing takes place within a learning environment that promotes subject matter understanding. Research in an elementary classroom (grades 1-3) is used to illustrate ways in which features of and instructional support for 2 writing assignments led to different opportunities for students to understand American history.