Why Writing Can be a Challenge and Making Editing Work

Over the past few months, many of you are visiting earlier posts I've written on writing and on spelling and have been  commenting on the challenges your kids face when writing - be it spelling issues or difficulty getting kids to edit. I thought I would collect some of your concerns and address them here. 

First, let's take a look at writing.  It is probably one of the most challenging skills our kids have to face because it involves simultaneously coordinating a number of skill sets. 

When we write, we have to constantly monitor WHAT we are writing, consider the ORDER in we're writing it (making sure it makes sense to others), weighing what WORDS BEST express our thoughts, while making sure we're , entering and/or printing the correct letters using correct spelling and grammar.   More specifically, writing's challenging is the simultaneous coordination and feedback between:

• higher order cognitive systems -  brainstorming, synthesizing  and/or creating content ideas;
• sequencing systems - organizing what to say in a way that makes most sense to most readers;
• memory - remembering what they are supposed to be writing about while remembering the words we want to use, along with proper tense, spelling and grammar WHILE keeping track of the order in which we want to relay it;
• attention - continuous monitoring making sure we are staying on topic; making sure we're making sense; making sure we're using correct spelling, grammar, and punctuation;
• graphomotor coordination -coordinating muscle memory while entering the correct letters/words; and
• language - recalling vocabulary and rules of grammar and syntax.

THIS IS WHY EDITING IS SO IMPORTANT.

SPELLING'S CHALLENGE  is having to learn and focus on: 

• graphic details (making sure we're writing or keyboarding the correct letters); and
• language details (making sure the word we're using means what we think it means, and we've included it in the correct and consistent tense); 
• while remembering letter sequences (their rules and their exceptions) and memorizing an infinite number of words and their correct spelling format; 
• all while making sure they are written down correctly.  
• And, even when they've memorized rules of spelling and grammar, there are so many exceptions they need to be aware of.

Some good news is that and when your kids make a lot of spelling errors, analyzing the type of errors they make can provide a window into your child's language, memory, attention, sequencing and cognitive skills. Let's take a look.

What to look for in your child's spelling errors:

Phonetic accuracy.  Words that sound 'right' but are misspelled show that your child can distinguish between letter sounds and  knows the component sounds of the word she is trying to write.  She just either didn't notice the error or  could not recall the correct spelling.   These types of errors often arise because of overloads or weaknesses in attention or memory - which are understandable given the incredible demands writing places on the brain.

Letter sequencing.  Look at how the letters are sequenced together. Are letters reversed or a bit jumbled?  If so, your child may have trouble remembering or attending to sequences, or she may be experiencing graphomotor weaknesses. Pencil grips and practice can help with that. If she reverses particular letter sequences, she may have a weakness remembering sequences.  There are lots of spelling rules and mnemonics she can use to help her better remember these sequences.  Here too, practicing (in private so she's not embarrassed) will help.

Handwriting.   Is it getting sloppier as he or she writes?  IF so, her hands may be tiring.  Check the grip ((where and how tightly the pencil is held) and  how heavily she presses down.  If her grip is too tight, too light, too heavy, this could tire her and drain attention. Keyboarding instead of writing is also a viable alternative that can help her.

Inconsistent, random errors. If her spelling errors appear to be random, your child may have trouble focusing on small details. If this is the case, have her slow down when she works. Also, point out the details she may be missing and how they are so important when following instructions or directions. The focusing on details, however, should be done during edits and not necessarily on the first draft.  [On the first draft, focus should be on generating and sequencing ideas.]

MORE Suggestions:

1. Leave enough time between assignment and due date to write in stages.   FIRST - make sure your child gets her ideas down on paper in some informal outline or draft.  SECOND - review the outline/notes/draft making sure it responds to the writing prompt.  THIRD - make sure what's written is presented in an organized, flowing manner.  FOURTH - check spelling, grammar, syntax, and punctuation.  You may also want to reread it a final time just 'to make sure' you got everything.
2. Edit.  Depending on your child's ability to attend to detail and multiple facets at a time, this may have to be done in stages, much like those described in the item above.  The first edit may be to simply focus on the flow of the paper.  The next on spelling and or grammar.
3. To strengthen sequencing skills:  help your child focus on patterns and sequences around her.  Help her recognize the beginning, middle or end of a story; sing songs with multiple verses; have your child teach you or a sibling how to tie a shoe, cook a favorite dish, follow a familiar recipe.

Making Editing More Fun:

Part of the problem is that editing requires attending to detail through multiple reads through the piece. Hard to do.  

In my experience, the key is using reinforcements, prompts, and turning editing into a habit not a chore. One thing that works with many (not all) kids is that I have kids keep a record of the number of spelling, grammar, and word-choice corrections they make.  I make up a chart with columns for the date spelling, grammar, and word choice, and each writing assignment they chart their edits.  It's sort of like a treasure hunt. This way they actually SEE their progress.

Another way to get your kids to edit is for them to see that YOU edit too. Edit emails, edit notes, edit blog posts, etc.  

Finally, as a teacher, I actually give a grade for editing.  This reinforces the importance of editing as a "required skill" and as such is a skill that I actually teach.  When teaching editing I have students make multiple edits.  NOT FUN BUT IMPORTANT.  There are edit runs where students look at spelling, edit runs where they focus on word choice, edit runs where they check grammar while checking that they are writing in a consistent tense and switching from past to present or any variation therein.

Final point when overseeing editing.... praise goes a long way!


A final note on spelling tests vs. spelling in writing:
There is a difference between our kids' spelling test scores and their applying their spelling prowess in their writing.  Spelling tests simply demand remembering the spelling patterns and attending to the task, making sure they produced the right result.  Writing demands much more.  Keep reinforcing studying and memorizing spelling because it will free the mind to focus on other aspects of writing, BUT make sure your kids make the connection between words memorized for a spelling test and then recalling them under different circumstances - when writing freely.

Hopefully this helps.  Let me know what works for you and what issues your child faces when writing or editing.  Also, please let me know if you want more detail on writing, outlining, or editing.

The No Nonsense of Nonsense

This post is a follow-up to an earlier post "Jabberwocky & Dr. Seuss:  A Lesson in Nonsense" (although one can be read at the exclusion of the other).

Playing with nonsense is important to language learning, critical thinking and creativity...aside from just being so much fun!

Whether playing with nonsense words (as in Lewis Carroll's Jabberwocky) or nonsense ideas, places, and things (Edward Lear's The Owl and the Pussycat or Dr. Seuss' The Lorax), the author invites the reader to:

• play with language - in terms of phonics and vocabulary;
• play with language - in terms of allegory, and metaphor;
• play with concepts - considering greater depth, inference, detail, fun and surprises as they pop up in the reading journey; and
• play with reading making it more active and interactive as author and reader play with words, sounds, and sentence structure.

Shakespeare, Carroll, Lear, Dr. Seuss are just a few authors well-known for their integrating nonsense words, verse, and ideas in their writing.

Shakespeare created his 'words' combining alliteration, onomatopoeia, and word play as he took two unrelated words and combined them to express some often-foul-filled image such as "boil-brained" to create a new, scathing curse or slam [Here is a link to create your own slams from Shakespeare's word lexicon].

Lewis Carroll used nonsense words to play with the sound and structure of language. He also integrated sound, onomatopoeia, illusion and alliteration and, in the case of Jabberwocky, was more inventive in terms of words /word choices (go to: for complete text):

'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

Yet, even with Carroll's truly nonsensical words, given their use and placement in the sentence, the reader can create an image and story. And upon closer examination, many of the nonsensical words are quite similar to ones we might substitute.  "Gyre" alludes to gyrate, and "mimsy" is close to whimsy, and whether intentional or not, the reader has fun actively constructing his or her own sense of meaning and intent.

Edward Lear, a third English author also integrated nonsense words with nonsense ideas (an owl marrying a pussycat, and the important thing is a ring?)  in his works, often in limericks and songs that he asserted were "nonsense, pure and absolute." His best known songs are probably The Owl and the Pussy-Cat and "The Daddy-Long-Legs and the Fly." [For more, visit Edward Lear Home Page. ]

Owl and the Pussy-Cat Verse II

Pussy said to the Owl, 'You elegant fowl!

How charmingly sweet you sing!

O let us be married!too long we have tarried:

But what shall we do for a ring?

They sailed away, for a year and a day,

To the land where the Bong-tree grows

And there in a wood a Piggy-wig stood

With a ring at the end of his nose,

His nose, 

His nose,

With a ring at the end of his nose.

The Daddy Long-legs and the Fly - Verse 1

Once Mr. Daddy Long-legs,

Dressed in brown and gray,

Walked about upon the sands

Upon a summer's day;

And there among the pebbles,

When the wind was rather cold,

He met with Mr. Floppy Fly,

Add dressed in blue and gold.

And as it was too soon to dine,

They drank some Periwinkle-wine,

And played an hour or two, or more,

At battlecock and shuttledore.

Dr. Seuss' nonsense words were both like Shakespeare's in combining two unrelated words to create a third, and like Lear's and Carroll's in their play on sound, language, and sentence structure (as seen in Marvin K. Mooney Will You Please go Now):

 Marvin K. Mooney will you please go now!...

You can go On a Zike-Bike 

If you like....

You can go in Crunk-Car 

If you wish...

You might like going in a Zumble Zay...

You can go by bumble-boat...or jet

I don't care how you go.  Just get!

[For those of you who love political satire, here's a link to Dr. Seuss' play with political satire - as he sent a copy of Marvin K. Mooney Will You Please Go Now! text to columnist Art Buchwald in July, 1974, with Marvin K. Mooney crossed out and Richard K. Nixon plugged in "Richard M. Nixon Will You Please Go Now!"]

"NONSENSE" in these instances in not nonsense at all - it is, in fact WORD-PLAY and we should be encouraging this with our kids as they learn to read, write, create, and express themselves. 


Lanaguage: Playing with nonsense words in rhyme, as Dr. Seuss does, allows young readers and language learners to:

• play with long and short vowel sounds;
• play with consonants, and consonant blends;
• play and experiment with sentence structure (using this along with mapping is integral for verbal and written expression)
• play with vocabualry, alliteration, onomatopoeia (Do you like the "piano tuna" ...create your own with your child!)

Critical thinking: Dr. Seuss, Edward Lear, nursery rhymes and fables all encourage children and readers in general to:

• compare and contrast to distinguish the 'real-life' from the fantastical fantasy. 
• infer - gaining greater understanding and expertise with metaphor, allegory, double/multiple meanings;
• brainstorm and  imagine our natural world not just for what it is, but for what it could be or might be.
• create - seeing and reading famous works about nonsensical characters, animals, and places encourages young writers to create their own worlds, to learn to exaggerate, to create and to express humor and metaphor. [Like this greeting "WHISK"ing you a Happy Valentine's Day!...make your own!]

 

But the most important thing, is that this kind of word play is fun, it is engaging, it creates multiple memory paths and it is incredibly interactive.  So have fun with nonsense.  Read some of the masters' works and create your own.  

In closing - here is a ditty my daughter wrote when she was young - her take on "Oowey Goowey":

The original

Oowey Goowey was a worm,

A gooey worm was he.

He sat upon the railroad tracks

The train he did not see....

OOOOweyyy Gooweey!!!

My daughter's version:

OOwey goowey was a slug
He was slimy and fat
He crawled upon the railroad tracks...
Chugga, chugga SPLATT!

Please leave some of your fun, nonsensical ideas in the comments so we can all laugh and enjoy!