Talbot Writing Process - supporting the working memory
Although creative writing is enjoyable, it places a significant burden on the working memory. This is because writing requires the simultaneous application of neat handwriting, accurate spelling, grammar rules, punctuation marks, quality vocabulary choices and creativity.
At Talbot Primary School, children are supported through this challenge by following the Talbot Writing Process, where the learning is broken down into more manageable chunks over a two-week period.
In this example, Year 6 learned how to write a suspenseful story opening about a suspenseful piece about a character approaching the ruins of Whitby Abbey, at nighttime.
Spelling, punctuation and grammar skills: each new unit begins by looking at core SPAG skills in isolation. This provides an opportunity for children to improve their SPAG fluency, so they can apply them more effortlessly later in the process.
Learning about the genre:
children are taught about the writing genre they are imitating and are exposed to similar examples (included in guided reading), so they know what to aim for. They are also taught common features of the given genre, which they can try and incorporate – in this case suspense techniques.
Planning: before any extended writing task is undertaken, there is a planning stage. Children are provided with a writing stimulus to help them formulate their ideas. They then plan a logical sequence to follow and/or make notes of important words and phrases to incorporate in their writing.
Drafting: each day, children write a section of their story. This allows them to focus on their creative ideas, the sequence of events and vocabulary choices. At this point in the process, less emphasis is placed on handwriting and getting the refining the content.
Editing: after each section is drafted, the children re-read and edit their work to improve it (this is often done in a purple pen). Edits can include adding words, replacing words, deleting words or changing the order of ideas. Ambitious edits also include extended elaboration of key points – typically using a number at the bottom of the page.
Re-drafting: this is an opportunity for children to present their final pieces neatly. They do this in their best handwriting, in blue pen, with a focus on joining. Older pupils will continue to refine their ideas further during the re-draft, by continuing to make small adjustments for impact.
