Master Shared Writing

Shared writing is at the heart of teaching children to write, but there’s a big difference between getting this right and getting it wrong, says Pie Corbett...

The new curriculum focuses on ensuring children become skilled at the writing process, which involves teaching them how to draft writing. In the non-statutory notes it states that, ‘Pupils should understand, through demonstration, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear.’ Shared writing is the main way in which drafting is taught. If teachers are not regularly using shared writing then they are not teaching writing.

Here’s how shared writing, or whole-class composition, should be led by the teacher:
1. At first, model basic transcriptional skills such as writing on the line, forming letters carefully, using finger spaces as well as using either ‘sounding out’ or a ‘tricky word’ spelling card. Gradually, the shift will move from simple punctuation to reminders about using commas or handling semi-colons in a detailed list.
2. Model a simple routine for composing sentences by thinking what to say, saying it aloud (oral rehearsal), writing it down and then rereading to double check. If there is a plan or story map, the teacher will need to purposefully show how to use this to create ideas. Older pupils can rehearse ideas in their heads or on mini whiteboards.
3. Initially, demonstrate how to develop composition by using well-chosen words and imagery as well using conjunctions to add new ideas, describe details and explain or extend information. This will shift increasingly to considering the effect of what is being written on the audience – moving from focusing on word choice to sentence variation and, ultimately, the theme of each paragraph. In key stage 2, the focus increasingly becomes composition and impact as technical accuracy should be secure.

To make shared writing sessions purposeful, ensure every child can see and is involved. Use a flip chart to model writing. With younger pupils, write on lined flip-chart paper to model handwriting. Use regular pauses to involve the children in contributing new ideas, suggesting what needs to be done next, choosing words, rehearsing sentences, deciding ‘what works best’ as well as improving suggestions. Think aloud like a writer and increasingly involve the children. Demonstrate what would make a difference to the children’s writing, being sufficiently brisk and interactive so as not to become tedious. As one child said, “It’s boring sitting on the carpet watching Miss getting excited about her story!”

Fish for words

A key aspect of drafting is to train children to generate words and ideas as they make up sentences. This involves becoming used to pausing on a word choice and ‘fishing’ for the right word. This sort of ‘word-fishing’ is a simple form of brainstorming. Pause on a word such as ‘look’ where there are plenty of synonyms. Then run through other possibilities, e.g. ‘gaze, glance, stare, glare, peer, peek, observe, watch’. This habit of rapid ‘word generating’ has to also be accompanied by the ability to judge which word or phrase best suits the sentence being composed.

All of this can be spoken aloud as the class collectively composes both generating and judging. Shared writing should be fast paced with pauses for ‘thinking time’ to challenge the children’s ideas as well as using ‘talk partners’. Demonstrate rereading to develop the habit of checking for accuracy, quality and coherence (whether the sentences flow). Any new or difficult aspect should be demonstrated and explained clearly as you compose in front of the children. Finally, reread and tease out with the children the key objectives they will need to remember when writing.

At key stage 2, children should use ‘magpie books’ during the teaching of writing. In these books, they jot down words and phrases that come to them as well as borrowing ideas suggested by others and from reading. These little books eventually become a vast source of vocabulary to draw upon when writing. Many schools also encourage children to capture sentences and draft mini paragraphs in their Magpie Books for future reference.

Develop good habits

Follow shared writing by the children moving straight into independent composition. Keep the transition swift so the atmosphere is not lost. Before children write, make sure that they have thought about what needs to be focused upon for their writing to be effective. It is pointless and a waste of time to ask children to write objectives at the top of the page. However, they do need to know the focus. So, targets should be revisited as well as the ‘writing toolkit’ (a list of techniques that help to create an effect, e.g. suspense, characterisation, persuasion. These are optional ‘tools’ and not a list of grammatical features). Read aloud several examples of quality children’s writing saved from the previous year just before writing begins. Encourage the habit of children referring back in their books to previous pieces of writing to prompt ideas.

As children write, provide scaffolds to help them compose. Younger children and strugglers may need a handwriting card and ‘tricky word’ spelling card. It is important that common words are spelled accurately from the beginning as ‘practice makes permanent’ and constantly misspelling ‘wos’ only embeds the incorrect pattern. Provide spelling and vocabulary mats for different text types and genres. Encourage children to use their magpie books as they compose and refer to the ‘washing line’ or ‘learning wall’ display of word banks, sentence suggestions, tips and hints as well as the class shared writing.

Ensure that children develop good writing habits. Discuss these and reward children for using them, e.g.

• Write quietly;
• Concentrate and work hard;
• Use your spelling card;
• Check your target and writing toolkit;
• Keep re-reading as you write;
• Use your map or plan;
• Rehearse in your head before writing;
• The first thought isn’t always your best one;
• Choose words carefully;
• Reread your work to your partner.

Make pit-stops

It can help to let children write for a short period of time and then pause the session. Read aloud a good example and ask for children to comment on ‘What makes this effective and why?’ Remind children of aspects to concentrate on and then set them off again. These ‘mini pit-stops’ can be very effective in maintaining focus and effort. Try using a pit-stop for everyone in the class to reread what they have written so they get into the habit of double checking and polishing their writing.

As children write, the teacher may be working with a guided group or circulating round the room. If so, first visit children who find ‘getting started’ difficult. Scribe the first few lines for them. Prompt children to reread, check for accuracy, use spelling cards, make more effective words choices or to vary sentences for effect. In this way, you develop the habit of ‘drafting and crafting’ as they write.
As the session finishes, children should be in the habit of working in pairs to share and edit their writing. End a writing session with the children coming together to hear a few examples read aloud. Ask the author to explain what effect she was trying to create or what she is pleased with in their writing. Ask the class to comment on what ‘works’ and to make suggestions for improvement.

Finally, end the session by making a quick list of what has been learned or what aspect of the writing the children can use on other occasions.

The five stages of writing

1. Demonstration – I’ll show you how to do something.
2. Joint composition – now we’ll have a go together.
3. Mini-writes – children write, on a specific focus, using mini whiteboards for immediate feedback.
4. Guided writing – I’ll support you in a small, focused group.
5. Independent writing – have a go on your own.

About the author

Pie Corbett is an educationalist and author who provides training nationally and works as a poet and storyteller in schools ( piecorbett.org.uk ).