Throughout my series of podcasts related to writing instruction you’ll encounter six reoccurring themes:

1. Everyone can write. Writing is creating meaning with print and sharing that meaning with others. Everyone can record or express an idea on paper (or computer). Young children may use more pictures and squiggly shapes than letters and words, but they are creating meaning with print and sharing their ideas.

2. Students need to be taught the writing process. The five-step writing process will be described in Chapter 1 and referenced through this book. Everyone can become better writers if they are taught the steps and follow the process. The process may look a bit different in first grade than it does in 12th grade, but there is a process, and it does produce better writers.

3. Students need opportunities to practice writing. You become a better tennis player by practicing. You become a better piano player by practicing. You become a writer by practicing. Like any skill, you need to do it a lot to get better at it. This means that teachers must provide ample opportunities to practice writing. Students should expect to write every day.

4. Students need to have authentic writing experiences. An inauthentic writing experience is when the teacher asks students to respond to an artificial writing prompt and the only response given is a grade, some edits, and a comment from the teacher. In contrast, an authentic writing experience is when students are recording, explaining, or describing their ideas for a real-life audience (often their peers). This makes their writing comes alive. It moves it from an abstract exercise to a real-life event. And when students are engaged in authentic writing experiences, you seldom have problems ‘motivating’ them to write. Again, humans have a natural inclination to communicate; to share their thoughts, experiences, perspectives, and emotions with others. When you tap into this natural inclination, writing instruction becomes effortless.

5. Students need responses. A response if much different from correction. A response is a reaction. Students need to see how their writing is playing in the heads of the reader. They need to know which parts work and which parts are a little fuzzy or could use some revising. They need responses from the teacher and their peers.

6. Every teacher can be an effective teacher of writing. There’s nothing magical or complicated about being and becoming a good teacher of writing. You simply need to understand the five-step writing process and have a few good strategies that you can adopt and adapt to fit your needs and teaching style. And that’s where I come in. Hence, this book.