Summary of the Article
The article entitled “Interactive Writing Beyond the Primary Grades” written by Heather Wall and published in The Reading Teacher in 2008 presented crucial information that focused on interactive writing through the experiences of the author in her traditional primary grade classes. The author explained the theoretical framework for interactive writing, which reportedly originated in 1991 through a group of educators and researchers in the Ohio State University . The rudiments of interactive writing were therefore expounded to aptly describe that the writing process entailed a collaborative and participative approach through enjoining the students to write while analyzing adherence to grammatical rules. The teacher usually assumes the role of a mentor or coach who guides the students in every step of the interactive writing process.
Opinion of the Article
One commends the author for having shared how interactive writing has been deemed effective in developing the writing skills of students, especially in the lower elementary grades. One is convinced that the difficulties and challenges faced by students in writing is discerning how to start; as well as observing adherence to grammatical rules by themselves. Through interactive writing, the fears and anxieties of first time writers are being appropriately addressed. For instance, as disclosed by Wall and as supported by various writers, “many researchers agree that grammar rules are best taught in the context of authentic writing experiences rather than in isolation” (p. 149). In a collaborative context, students are provided with actual guidance from both the teacher, as their mentor, and from other students who share learning how to write within similar level. Therefore, any fear of committing errors or mistakes are not taken as a gauge of incompetency; but as a means for improvement.
Likewise, one also agrees with the author that since interactive writing has been deemed successful in developing writing skills of students in the lower elementary grades, in English Language Learners, as wells as students with special needs, this model could definitely be applied in upper elementary levels. As suggested, “whole classes can negotiate the creation of short articles, reports, or narratives involving more difficult grammatical concepts” . For younger students who have had previous exposure and immersion to the interactive writing approach, continuing subsequent development of writing skills could still use the same approach in higher grade levels to focus on more advanced grammatical rules and structure. As such, through this approach, students are encouraged to think outside the box and use their creative and innovative cognitive skills in the development of more advanced written discourses.
Reference
Wall, H. (2008). Interactive Writing Beyond the Primary Grades. The Reading Teacher, Vol. 62, No. 2, 149-152.
