Module 3 – Curriculum
Basic Literacy Skills
Writing
Writing has two major components: cognitive – the process of forming thoughts into formal written language, and physical – the act of moving those thoughts into print through the hand. Some learners can tell you exactly what they want to write, but can’t seem to get it down on paper. Spelling (or encoding words) also comes into play. If a student has great difficulties encoding the words in their head into letters, it can derail the cognitive writing process, slowing and frustrating the learner.¹
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"For Elizabeth, gaining the literacy skills and the particular knowledge needed to fill out a money order led to new independence. A seemingly small achievement has had marked impact in her life.” |
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“I couldn’t write when I started. The teacher noticed that I like country music and asked me if I had ever made up a song. I hadn’t, but I knew country songs like the back of my hand. I started writing down my ideas, and soon I had a song. I was so proud! Now she has me try to write essays – I’m not so hot at paragraphs yet, but I’ll get there. I keep writing songs.” |
Take a moment to consider how you might access resources for instruction and support of adult literacy learners who need or wish to build basic writing skills.
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On your worksheet, record your initial thoughts about curriculum for teaching basic writing skills. |
The simplest assessment for adults’ writing skills is to ask them for writing samples. Unfortunately, many may have developed barriers to writing over the years and state that they "can't write." As adults, they are exposed to a lot of print materials and may unconsciously hold themselves to the standard of the writing they see around them. Many materials for basic writing instruction focus on ways to get students interested in writing and confident as writers. Once they are comfortable planning and creating written material, begin to address the editing or revising process. Written language is different from spoken language in that the written word follows fairly strict guidelines for effective communication. Knowledge of the rules of written language – grammar – can assist adult learners to ‘formalize’ their writing.
Listed below is a real-life adult education scenario. While you are reading, consider the learner’s fears and needs. What are the next steps the instructor might take to determine an appropriate curriculum for this learner?
Real-Life Scenario – Marissa’s Writing and Speech:
Marissa came to class to improve her writing and reading skills. She held a prominent position in her church, but felt that her peers looked down on her for the way she talked and the way she spelled. Her instructor, Bradford, interviewed her and determined that she wrote informally, like she spoke. Her spelling also was phonetic to the way she spoke, and she spoke with a strong regional accent. “I know I don’t sound like them in church do. An’ they acks (sic) me not to write for the bulletin no more. I try writin’ – but it come out all wrong, so I stop.” Bradford wants to address grammar skills, both verbal and written, but is concerned that this will cause Marissa to freeze up, blocking her writing.
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On your worksheet, record any ideas you have for the instructor that might help Marissa. What might he do to address grammar skills while at the same time encouraging Marissa to practice writing? |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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If I have a student who has difficulty writing, I begin by asking them how they feel about a particular subject. As the student tells me his/her opinion, I type, verbatim, what the student has said. Next, the student reads what I have written to make sure it is really what s/he meant to say, and I help the student edit it so s/he can understand the difference between informal speaking and formal writing. This brings reading and writing practice together.
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I start with having students think of something they need to write in their personal life. Then I have them prepare a draft and read it out loud. Listening to themselves read allows them to hear if what they wrote is clear.
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Students want it all to be perfect the first time. If they don’t know how to spell a word or can't decide whether something is supposed to be capitalized, the writing can grind to a halt. I tell them that the important thing is practice. In order to get better at writing you have to write. So it is okay, at first, to use “creative spelling,” or not use capitals and correct punctuation. Get it down on paper and then we can go back later to work on the grammar.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Writing samples are often the best informal assessment tool to pinpoint specific grammar skills and written language formatting issues to address with adult learners.
- There is a wide array of commercial curricula and materials for teaching writing and language rules. Be sure you are familiar with what is available to you in your literacy program.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
References:
1 Gillepsie, Marilyn. (2001). Research In Writing: Implications for Adult Literacy Education. In The Review of Adult Learning and Literacy. Cambridge, MA: The National Center for Adult Learning and Literacy. Retrieved from: http://www.ncsall.net/?id=561