Writing sample analysis

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WRITING SAMPLE ANALYSIS

Writingsample analysis

Writingsample analysis

Younglearners enter the school system with varying levels of writing andreading abilities. This is largely influences by the environmentrather that the intellectual ability of the student. For example,learners with elder siblings are more likely to have better writingskills at kindergarten levels compared to learning without eldersiblings. The writing skills may range from scribbling to ability towrite sentences. Therefore, kindergarten teacher have aresponsibility of teaching writing skills while considering the levelof skills the children have. This means that the teacher should beginwhere the learner is and promote their abilities to promote theirideas and thoughts through writing. The purpose of this paper is toanalyze the writing skills of three learners from Thurgood MarshallElementary in order to identify the strengths and weaknesses of eachlearner. The three learners were selected in such as way that theyare in low, medium and high level of writing when the level of thelearners is considered.

Arubric to determine whether the learner meets the grade level ofwriting will be used. Learners below the grade level do not meet thegrade level requirement. Learners who meet the grade levelrequirement must be able to generate ideas and write completesentences. The learner should also be able to use basic punctuationsuch as demarcation of sentences using capital letters at thebeginning of the sentence and a period at the end of a sentence. Thelearner should also be able to spell most of the simple wordscorrectly. The idea presented in the picture must also match what isillustrated in the picture and use basic descriptive words. Learnerswho show above average skills are classified as above grade levellearners.

Insample one (low), the learner has a lot of ideas on what he or shewant to talk about in the sentences as well as in the pictures. Thelearner talks about the bus, the school as well as the boy. Thelearner also attempts to describe what the boy in the picture isdoing. The learner uses clear sentences to describe the picture.Additionally, he includes some details in the picture to explain thestory. Although the sentences begin with capital letters, the learnermixes both lower case and upper case letters inside the sentence. Thesentences are not well demarcated, for example, using punctuation.Although the learner is able to use some of the words correctly, theconcept of word has not developed completed. The fact that thelearner is able to separate words in a sentence is an importantmilestone. The learner has written only one sentence to describe thepicture. Although he or she is below average, learner is approachingthe grade level. Therefore, the teacher need to engage the learner toenable him or her add more sentence. For example, since the learnerhas written about the setting of the picture, the teacher can guidehim or her to write about the boy in the picture, the school or thebus. The 5W graphic organizer can be essential in helping the learnercreate more sentences.

Insample 2 (medium), this learner exhibits more developed writingskills. The learner is able to observe many aspects of the pictureand transform the idea into words. He has a lot of information whichhe or she is able to share using sentences. The fact that the learneruses more than one sentence indicates developmental milestones.Additionally, the sentences are well demarcated with capital lettersat the beginning of the sentence and proper punctuations. Althoughthe learner has not learned some vocabularies such as ‘driver’for ‘bus man’, he is able to use descriptive words such as ‘hot’to describe the picture. In general, the learner has solid wordconcept. There are indication that the learner has learnt theimportance of reading and correcting his work. For example, in thelast sentence, the learner could have taken sometime thinking aboutthe wrong spelling of the word cloud. Well structure sentences andgood hand writing makes the learner’s work easy to read. Thelearner is meets the grade level requirements. The teacher need toenhance the skills the learner has already acquired by encouraginghim or her to write more and giving the learner more ideas on what towrite about.

Insample 3 (high), the learner shows more developed writing skills. Thelearner writes several sentences to explain the picture. The learneris able to clearly state what is in his mind using correctlystructured sentences. An important skill exhibited by the learner isthe use of descriptive language. His sentences are descriptive, forexample, green hat or yellow bus. These sentences are also wellpunctuated with a period at the end of every sentence and a capitalletter at the beginning of the sentence. The learner is meets thegrade level requirements. Despite the development milestones, theteacher has a responsibility of nurturing the learner. The teachercan enhance the learner’s skills by encouraging the use ofvocabularies. This will enable the learner write adopt moredescriptive styles in writing. For example, it is important to notethat most of the description talks about color.

Accordingto Vygotsky social learning theory, social interaction plays acritical role in the development of young children’s cognitiveabilities. Therefore, parents, teachers, the community as well as thelearners themselves have an important role to play in the developmentof writing skills in young learners. The adults in the society havethe responsibility of fostering creativity and analytical thinkingamong young learner. Learners who live in supported families andcommunities are able to acquire critical writing skills fastercompared to learners from less supportive social systems. Forexample, a parent may discuss what the child learnt in class orassist the young learner in completing writing homework. On the otherhand, the teacher has a responsibility of identifying the weaknessesof the learner and developing strategies that would help overcometheir weaknesses.

Inconclusion, the learners join school at different stages of writingand language development. While some can construct sentences, othershave to learn from the basic. It is important for the teacher toanalyze the learner’s skills relative to his environment. Theteacher has a huge responsibility in promoting writing skills amongyoung learners. However, the social interactions with the peers,parents, siblings and other members of the society play a criticalrole. The willingness of the child to learn also has a huge influenceon the learning outcome. The teacher should also encourage parents totake an active role in promoting writing skills among learners. It isalso recommended that the teacher should personalize the writinglessons to cater for the differences in learning levels among thelearners. For example, while some learners requires more time inwriting simple sentence like ‘I am a boy”, I like a cat’, somelearners at are descriptive writing level while others can writesimple prompts.

Reference

Stone,R. (2007). Bestpracticesfor teaching writing: what award-winning classroom teachers do,Thousand Oaks, Calif.: Corwin Press.