Category: How to Teach Writing

Writing to Learn in the Classroom

Reading to Learn is when students have become fluent enough readers and can take in information they’ve read at a steady pace. This ability quickly leads them to be able to comprehend knowledge and obtain new concepts. Students move to Reading to Learn when they are not focusing on the process of sounding out words or trying to figure out how to read.  On the flip side, have you heard of Writing to Learn?

Writing to Learn is an educational approach in which writing is used as a tool for understanding and reinforcing concepts, and can be used across ALL subjects. Plus, it is not a new trend.

It’s an educational concept that many teachers already use. However, sadly most writing done in the classroom is currently utilized as an assessment tool instead of a way for students to make connections and process what they’re learning. 

“Students learn more from writing than from our responses to their writing.” – Peter Elbow

Benefits of Writing to Learn

Writing to Learn is a truly cross-curricular approach. By merging writing with other subjects, students become stronger in a plethora of skills. 

Writing promotes critical thinking skills. Writing allows students to express their thoughts, prior knowledge, new information, and questions on paper. As they do this, they analyze information, draw conclusions, and support ideas with evidence. 

Writing also activates the fifth tier of Bloom’s Taxonomy: synthesis. Students must synthesize knowledge and concepts to create their writing pieces. 

In addition, it also stimulates all parts of the brain. Reasoning, problem-solving, organizational, and sequencing skills are all activated when you write. The brain itself is not a muscle, but writing, when practiced often, forms more and more neural pathways.

Just like a muscle in our body, if we don’t use the parts of our brain that are activated through writing, we will “lose” it. Writing “grows” our brain so to speak. By writing about math, science, history, and more, students are creating neural pathways that not only activate knowledge but also help them hone the craft of writing.

Writing is a real-world application skill. The ability to convey ideas in writing is used more and more as students move into middle, high school, and college. Most careers require writing skills to communicate and to record and report information. By writing more, students learn how to express themselves in coherent ways, which is not only valuable in academic settings but real life. 

Now that we know writing is an important, lifelong skill that can be used as a tool to grow the brain, how do we implement Writing to Learn?

How to Incorporate Writing to Learn in the Classroom

How can we incorporate writing to learn in the classroom?

Writing to learn is super simple once you wrap your head around what you’re trying to accomplish in students.

In addition, Writing to learn has the following goals for students:

  • Think Deeply
  • Activate Knowledge whether Prior or Current
  • Record Thoughts While Reading or Learning
  • Extend Thinking

Writing to Learn is meant to be short and informal. It can be easily incorporated into your lesson plans. Here are some simple and effective ways to do just that.

Paragraph Responses

Just like in Reading to Learn, students should have the basics of reading down pat before they can become fluent readers who are learning about what they’re reading instead of concentrating on sounding out words. 

Writing to Learn is similar in that the basic skills of writing should be down pat before incorporating Writing to Learn; however, students don’t have to be expert writers. That’s the beauty of this concept. Struggling writers can benefit from Writing to Learn because the more they write, the more they improve this skill. 

“If writing is assigned purely for evaluative purposes, students will come to see it as a narrow, hoop-jumping task unrelated to learning. Their potential to see writing as a valuable learning tool and a necessary life-long skill will be diminished.” –Blummer et. al.

Simple Paragraph Responses

Simple paragraph responses help students analyze and sum up what they’ve learned. For instance, when learning about the differences between pandas and polar bears in science this week, I tasked students with the following:

Write one paragraph about the basic differences between pandas and polar bears from their unique characteristics to their diets and habitats.

Additionally, write two new facts you’ve learned and 2 further questions you also have about pandas and polar bears. 

The above paragraph touched on all four goals of Writing to Learn but also helped practice their writing skills. Paragraph responses can be utilized in all subjects. For example, students can write a paragraph explaining the steps to long division, or a paragraph summarizing a chapter in a novel.

Another paragraph response I used this week was for students to summarize the reasons that led to the start of WWII, and how if one of those reasons changed, how they think it would’ve changed the course of events. 

Students can write paragraphs about questions they would like to research when it comes to a new topic. Think outside the box of just summarizing. Ask them to analyze and predict.

Paragraph responses can be bellringers or warm-up activities to help students connect with the previous lesson or to engage them in the lesson for the day. Have students question ideas and explain thought processes. Paragraph responses are easily incorporated in all subjects. 

Graphic Organizers

When we think of Writing to Learn, we might think of complete sentences and essays, but it can also be about short phrases. As long as students are writing and completing one of the four goals, then students are still learning. 

Utilize any graphic organizer to record and analyze information, ask questions, sequence events, and compare and contrast. The following are some common graphic organizers that allow students to Write to Learn. 

  • Venn Diagrams
  • KWL Charts
  • Cause & Effect Charts
  • Bubble/Double Bubble Maps
  • Circle/Concept Maps
  • Timelines
  • T-Charts
  • Story Maps

There are a plethora of graphic organizers that can be used in all subjects that incorporate writing to learn.  

Post-It Annotating

Annotating text, whether it’s a textbook, article, or novel has several benefits. If a student cannot readily write in the text, they can use Post-it notes to record their responses, thoughts, questions, and connections.

Annotating perfectly encapsulates Writing to Learn as students actively engage, think critically, enforce new knowledge, and comprehend what they’re reading. We think of annotating in literature, but post-it annotating can take place with science and history articles, textbooks, and more. Annotating not only increases writing skills but also enhances reading skills as well.

Interactive Notebooks

Interactive notebooks don’t always have to mean cutting and pasting a million little slips of paper. They were all the rage a couple of years ago but lost steam in the implementation process. I remember at one point when teaching third grade, it took half the lesson just to cut and paste cute pockets into a notebook. Through the years, I’ve learned that “interactive” doesn’t have to mean cutting and pasting paper into a notebook. It means so much more and can summarize the Writing to Learn approach. 

Keep an interactive notebook simple to use as a tool for Writing to Learn. Students can record the scientific method during an experiment, summarize and reflect on new information, write connections to new readings, and personalize their notes. Students can keep related drawings and write captions. In addition, students can interact with new information by asking questions, reflecting on research, and recording information in graphic organizers drawn in their notebooks. 

Exit Slips

Students can write what they learned from the lesson on exit slips. You can even give it a fun twist like name it Fun Facts, and students write 3-4 facts they learned from that lesson. Another fun twist could be for students to write a comic book strip to summarize what was learned or draw an “Instagram” photo with a detailed caption. 

Also, it doesn’t necessarily have to require a summary of what was learned. Students can write connections they made to the lesson or even write about their favorite part. Have students write about further questions they may have or further topics they are interested in studying based on what they learned. 

Supportive Environment for Students to Express Themselves

No matter how you choose to incorporate Writing to Learn, create an environment in which students feel able to express themselves in their writing. Below are some tips to do so.

  • You do not have to always supply a written response or especially, an edit.
  • If you choose to respond, provide positive feedback on written work, including personal connections and questions you have for them as their teacher.
  • Don’t grade the work for spelling or grammatical errors. Yes, there is a time and place for focusing on spelling and grammar, but for most Writing to Learn activities, focus on how they are connecting with what they’re learning. 
  • In class discussions, allow students to share their opinions and ideas, so they feel they can then share it openly in their writing pieces. 
  • Create a collaborative and “safe space” classroom where discussion takes place often, so writing is an extension of the discussion. This helps the writing aspect feel less like a chore. 
  • Provide opportunities for creative expression. Allow students to express their creativity in multimedia presentations or to choose any way to show understanding. Foster their creativity to encourage a sense of pride and accomplishment. 

For more information concerning multimedia, please visit:

Bonus: Writing to Learn Biographies

Looking for a cross-curricular activity that embodies writing to learn? Grab our Biography In a Can Research Project.

Grab yours today!

Students read a biography of their choice and use research graphic organizers to write and record learned information about the person. Next, they write their report on index card templates. These templates fit into a chip or coffee can that the student creates and designs based on the person they learned about. 

Conclusion

By incorporating the Writing to Learn approach into your teaching practices, you can create a dynamic learning environment that promotes student engagement, critical thinking, and communication skills across all subject areas.

Author of Blog

6 Ways to Generate Ideas for Writing

If you’ve been teaching writing for any amount of time, you’re bound to have heard the words, (sometimes in a whining voice), “I don’t know what to write about.” Children, with their vast and creative imaginations, can still have difficulty coming up with ideas for stories. Writer’s block can strike at any age. It frustrates students and can leave teachers baffled as to how to inspire children to generate their own thoughts for a writing piece. Instead of expending energy pulling those ideas from students like you’re pulling teeth (and it’s just as painful for the teacher and student alike), we are here to help. Let our 6 ways to generate ideas for writing assist you. This blog post will help give your elementary students ideas that will inspire fascinating stories. 

#1 Centers/Stations

Centers and stations don’t have to be reserved for younger elementary students. They can be utilized in the Ideas/Brainstorming stage of the writing process for all ages in elementary. Oftentimes, we do not spend enough time on the brainstorming stage of the writing process. Some students can think up story ideas at the drop of a hat, so the brainstorming stage is passed over quickly. Other times, students have a huge list of rotating ideas already formed and can just pull one of those from their brains. More students than not, need to spend a devoted amount of time forming ideas, fleshing out characters and plot lines, and really contemplating and developing their stories. 

Ideas/Brainstorming

Art centers or stations are a less-intimidating way to do form ideas. Put together a variety of stations in which students can explore ideas using their senses and art. Artistic expression helps generate writing ideas for students as art encourages creativity, self-expression, and individual identity. 

Students spend time at each center with a journal and pencil to jot down any ideas that come to mind as they explore. First, we recommend giving students some structure within writing prompts to help formulate ideas. Some writing prompts your students might explore include writing about a magical adventure with your best friend, writing about a day in which you wake up to a blizzard, and any other prompts that can help give your students a starting point.

1. Play-Doh/Clay Station:

Place a variety of colors of Play-Doh or clay, some instruments such as rolling pins, clay scissors, cookie cutters, and other fun items, and have students create 3-D setting and characters that their story may include. Studies show that by working with their hands in a sensory way, children have reduced anxiety and are better focused, which is definitely needed when starting a story. 

2. Bead Art:

My son’s second-grade teacher implemented a Bead Art Center on Fun Fridays. He begged me to get him a kit at home for us to do together. It was so much fun to do with him, but one day the idea struck me about how this could be used in a Brainstorming Writing Center.

As he was designing an octopus out of beads, he suddenly decided to make the octopus wear a tuxedo. From there, he created an idea of a story about an octopus who dresses up in a tuxedo as a disguise but is really a superhero. Then, he thought of an ocean city full of fancily-dressed sea creatures. I believe because he was relaxed and focused on creating, he was able to then let the ideas flow freely. Students can create setting and characters out of a variety of bead art templates. 

3. Makerspace Areas

Makerspace areas are popping up in libraries and classrooms all over. It is a collaborative area in which students explore, learn, and create. Makerspace can be simple. Put some construction paper, markers, lego blocks, cardboard, cotton balls, glue, scissors, and a variety of craft materials. Have students design their settings and possibly characters in the makerspace area. Makerspace centers help students focus, create a maker’s mindset, and allow story ideas to be fostered. 

4. Themed Sensory Kits

If you assign a specific writing prompt to your students, you can create a themed center to help get those ideas flowing. For instance, if students are tasked with writing a dinosaur story, grab some dinosaur toys from The Dollar Store, sticks, rocks, and maybe some dinosaur bone toys and create a sensory center for students to explore. As they play with the themed center, ideas will start flowing. Have them write them down in their journals.

Young, Wild, & Friedman

If you have money to invest from a fundraiser or from a specific fund for your classroom, Young, Wild, & Friedman makes amazing themed sensory kits. For one year, I bought one kit a month. They are reusable and now we have a closet full of sensory kits such as Unicorns, Pirates, Trains, and Construction. These themes are wonderful starting points for stories and exploring each hands-on kit will get the ideas circulating. 

#2 Scavenger Hunts/Nature Walks

Design a themed scavenger hunt that students are to complete to help them brainstorm. For instance, when assigning descriptive writing based on the seasons, I have students complete a simple outdoor scavenger hunt. For example, they must find a collection of colorful fall leaves for a writing piece on fall, or a variety of new blooming flowers for a spring descriptive poem.

Perhaps, students aren’t writing about a season, but a scavenger hunt can still work. If your students have to write about a day in their life at school, design a scavenger hunt for specific things they must find in the classroom that relate to their day. If they must write about something relating to their home, a scavenger hunt for specific items at their house would be a fun homework assignment. It can generate ideas. Have them check off each item on their list and also have them keep their writing journal close to jot down any ideas that come to mind. 

Nature walks are wonderful to gain more ideas for sensory words and adjectives when describing an outdoor setting or when writing a descriptive piece. Even if students are writing a story that has nothing to do with the season or an outdoor setting, just by being in nature, students feel calmer and more focused. It improves their moods which also allows for more cognitive space to create ideas. 

Read our blog post about a Nature Walk I took with my students to help them write about autumn. 

#3 Books as Mentor Text

I have heard from education professors and fellow teacher coworkers, that the more a student reads, the better writers they are. This has proven to be true in some cases. The theory is that students see well-written works and are able to produce their own. Additionally, they also can gain a variety of differing ideas with all of the distinctive characters and plot lines they read about. I’ve also had students that absolutely love to read, but cannot get the ideas flowing in a story and struggle to write. This is why by reading together and aloud stories that relate to a writing prompt, ideas can flow more freely for them. By having the story specifically connect with their writing piece, their ideas can be more streamlined and purposeful for their story. 

For instance, read Cloudy With a Chance of Meatballs by Judi Barrett if students will be writing about an unusual weather phenomenon. Read A Bad Case of Stripes by David Shannon if students will be writing about an unusual and wacky sickness. 

Mentor Text as Templates

Additionally, choose specific picture books to act as templates or mentor text for students to follow when writing a story. For instance, in Lemony Snicket’s The Dark, darkness is personified and carries on a conversation with the main character, Lazlo. Perhaps, you’re challenging your students to personify an inanimate object or idea. This would be a great way to show students how-to write their stories in the same way. 

Grab our full unit on The Dark here.

Grab yours today.

You can also get writing prompt ideas from picture books, instead of choosing books centered around the writing prompt. You can choose to read a book aloud and ask students to write a fictional story based on any idea that popped into their heads while reading. While reading How to Train a Dragon by Cressida Cowell as an after-lunch read-aloud, I wanted to make the time more purposeful. In our writing lessons, I had students write about anything relating to that novel. Many chose to write stories with a dragon as their main character and others chose to focus on the setting. It was interesting that other students chose to write a story based on Vikings. Some even wrote about waking up one day being able to speak Dragonese. 

#4 RAFTS

RAFT is a writing strategy in which students choose their Role (as the writer), Audience they will be writing to, Format (such as a letter, fictional story, newspaper article), and Topic. This writing strategy was first designed to help students understand their role and purpose as a writer. However, it can be used to help focus and create ideas as well. Here is an example below:

RoleAudienceFormatTopic
Newspaper WriterGeneral ReadersInterview/ArticleInterviewing a Ninja
NinjaNinja MasterLetterAdventures
Ninja MasterNinjas in Training How-To BookHow to be a Ninja

RAFTs are a great way to give students structured ideas. Students can also mix and match the varying categories. They are not required to go straight across but instead could choose to be a Ninja Master writing to another Ninja Master. The letter could be about a How to Be a Ninja. By providing a RAFT for a student, it is almost like an actual raft, or lifeline, to help guide their writing ideas. 

#5 Graphic Organizers

Instead of giving students a writing prompt and having them write a list of ideas, provide structured graphic organizers that help them brainstorm. Structured graphic organizers ask specific questions to guide students to various ideas. For instance, if you are having students write about a scientist who creates a time machine, have them fill out a character graphic organizer. It asks questions such as the character’s background, hobbies, appearance, strengths, and weaknesses. They can fill out a similar graphic organizer about the antagonist and even a prewriting one about the setting. The setting organizer can have students fill out information about the location, season, physical aspects, and climate. As students make decisions about information regarding their story’s characters and setting, this helps generate even more ideas as well.

For a full writing unit on superheroes with detailed brainstorming graphic organizers, click below. 

Grab yours today.

For a full writing unit on pirates (Pirate Day is in September!) with detailed brainstorming graphic organizers, click below. 

Grab yours today.

#6 Collaboration

During the brainstorming part of writing, work with students in a whole group to make a master list of ideas. The ideas can be displayed on anchor chart paper or on the whiteboard. The key is that wherever you make the lists, they stay up during the duration of the writing unit. If students are writing a myth about a Greek god or goddess, work together as a class to create a list of ideas. This could include the settings, protagonists, antagonists, and action events. As students speak aloud their ideas, write them into each appropriate category. As these ideas are discussed, more thoughts will flow from other students, generating even more ideas. Students have permission to use any ideas that are on the master lists. 

Pair students up to help make partner master list categories.  Any ideas generated between the two partners can be used as well. Students each copy the list into their journals and reference them as they flesh out their ideas. 

Lastly, another way to collaborate is to place poster board or anchor charts around the classroom. Each poster board has a title such as “Main Characters,” “Villains,” “Settings,” and “Events.” The teacher assigns a topic or genre that students will have to write about such as 1940’s historical fiction story. Perhaps the topic is a spooky mystery. Students work together in groups moving around the classroom, discussing and filling out each chart. Once every group has had a chance at every chart, the teacher reads off all the ideas. Students are free to use any combination of ideas from the chart. 

Conclusion

With these six methods, students can form a variety of ideas for their writing pieces. Whether it’s through using sensory stations, scavenger hunts, or nature walks, students can utilize a hands-on approach to gaining ideas. By using books as mentor text, RAFTs, detailed graphic organizers, and collaboration, structure helps generate and streamline ideas. With these six methods, hopefully, “I don’t know what to write,” will drift away and be a thing of the past. 

Best Ideas To Use Technology To Teach Writing

We are teaching in an age in which technology is a big part of our students’ lives. From gaining access to phones, tablets, and laptops at earlier and earlier ages, students surpass the technology skills of previous generations at a quicker pace. By harnessing those technology skills and interests students possess, we can promote writing and get students engaged in the stories they write. By utilizing online resources, teachers can wield the love of technology to create a love of writing. Let’s take advantage of this by utilizing our best ideas to use technology to teach writing.

Here are some online tools students can employ to work through every part of the writing process.

Story Generator

I am a big follower of Ruth Culham’s 6+1 Traits of Writing. I’ve applied this particular method to teach writing to elementary and middle school students for over ten years. The first trait of writing is ideas. Students find a topic, focus on the topic, develop it, and use details to elaborate on the topic. Utilizing technology to help students gain ideas for their writing pieces is a no-brainer. 

One of the biggest challenges from students that we hear often is, “I don’t know what to write!”

I always tell students to write about what they know. What is something they love? What interests them? What are they experts on already? If general paper and pencil brainstorming doesn’t get the ideas flowing, then have students visit this plot generator. 

This website can generate various specific writing ideas. Students answer different questions and a whole story is generated for them. I don’t allow students to use this story as their own, of course; however, the story can inspire them to write their own based on the answers to the various questions they gave. It’s a lot of fun to see the stories generated and how the website pieces the details together.

There are many options to choose from such as the scene builder in which the generator cues you to write your own story using scene-by-scene prompts and guidance. This option allows the students to use their own words. The questioning and prompts along the way help students develop and elaborate on their topic. Give it a try!

Illustrate First

If a student is struggling with what to write or even if you would like students to begin a story in a unique way, have them draw a picture or multiple pictures first. They can use technology such as Google Slides to create a digital picture by inserting various images.

A tool that I have fallen in love with over the years is Canva. With a preloaded database of tons of images and graphic designs, students can easily create a unique digital picture.

Then, they write a story based on the picture they created. The idea is to set up a scene to inspire them. By first visualizing the setting or a specific scene that will take place, students can then write their story based on their picture or pictures.

We have a resource that does just this digitally! Students visualize and create a snowman scene with their own unique snowman character. Then, they write a story based on that scene.

Click here to grab yours today!

Amazon Alexa

Not everyone has access to this in their classroom, but for those teachers that have an Amazon Echo, there is a fun new feature for your student writers. Simply say, “Alexa, make a story.” An adorable whimsical screen pops up asking you to select a theme, a character, a name, and adjectives. Then, Alexa works behind the scenes to put together a five to ten-line story with five unique scenes. Each scene has music, sound effects, and moving visuals. A child can save the story in their Echo and even if they were to choose the exact same options again, the story would be different. Students can go into their gallery to view previous stories, characters, and other options they’ve chosen.

Variety of Ways

This can be used in a variety of ways. Students can be inspired by the generated story. Students could also just be inspired by the options the “Make a Story” gives.

For instance, the theme options include “space exploration,” “underwater,” or “enchanted forest.” If you were to choose “underwater,” the hero character options would include pirate, mermaid, scuba diva, octopus, or shark. Each theme gives different characters, like an alien, among other choices for “space exploration,” or a unicorn for “enchanted forest.” Once a main character is chosen, you choose a name, adjective, and color. Students can use these options as ideas for their own story.

Lastly, students can visualize how stories can really come to life. The biggest complaint with writing I hear from kids is how it’s boring to them. In an age of technology, we have to compete with television and exciting movies. If students understood that television shows and movies started off as writing, they’d see how exciting writing can actually be. Using an Amazon Show really brings that idea to life.

Teachers can make their Amazon Show into a writing center or use it as a whole class for a modeled story. Students can even use it individually as well.

My fourth-grade son absolutely loves this feature and probably creates a new story every day. If I didn’t already own an Amazon Show, I would buy it for the classroom.

Comic Strip Brainstorming/Mapping Using Storyboard That or Canva

Storyboard That is a comic strip generator site. Users get two free storyboard creations a week. Educators can receive a free trial if they don’t want to go the personal user route.

Students choose from the database of scenes, characters, elements, speech bubbles, and other tools to create a comic strip. Students can also play around with the site to create a brainstorming comic strip that will help inspire them to create a story.

Ruth Culham’s second trait in writing is organization. Students can also map out their entire story using Storyboard That, sequence the events, and arrange it accordingly. 

Canva also has comic strip templates. Similar to creating a digital illustration, students would generate a comic strip to inspire a story or use the comic strip to illustrate their whole story. Students love to play around with digital comic strips. It makes writing come to life and also incorporates their tech skills. It also just plain makes writing fun! 

Editing/Revising

Ruth Culham’s next writing traits are word choice, voice, sentence fluency, and conventions which make up the composing, revising, and editing parts of the writing process.

Once students have successfully created their ideas and have typed their stories, editing and revising are made easy through technology. 

Google Docs will always be my favorite tool to edit and revise with students. Using the “Editing” or “Suggesting” feature, students can see my revisions and suggestions in real-time. As I delete a sentence or type a comment, students immediately see it on their end as well. Students can see what I suggest without it actually changing their story unless they “accept” the suggestion. It then automatically changes their writing when “accepted.” 

Students can also comment back if there are questions as well and I can view them and respond back. 

Color-Coded Editing

When teaching how to write a proper MLA-format essay, using the color highlighting feature on Google Docs comes in extremely handy. Students highlight what I’m looking for in specific colors. For instance,

  • Topic/Ending Sentences: Blue
  • Context: Yellow
  • Evidence/Quotes: Red
  • Analysis: Purple

Even thesis statements and TAG (Title, Author, Genre) have their own colors in the introductory paragraph, and restated thesis and mic-drop sentences have their own colors in the conclusion paragraph.

The color code systems allow students to see quickly if they’re missing something and even determine that they don’t have enough of a requirement. Students can visually see that their context is five sentences while their analysis is two and then they can edit it. 

Elementary students or younger middle school students can also employ color-coded editing. Students must highlight all of their punctuation in blue or highlight all of their topic sentences in pink. Depending on what you’re teaching, you can focus on specific standards such as having students highlight all their adjectives in a descriptive essay in yellow. 

For a generic elementary to younger middle school-age editing color code, I like to use Rainbow Editing. Check out this freebie here!

Grab yours today!

Publishing

Once students have written their story, revised it, and edited it, then presentation or publishing is the last trait and step of writing!

Every published book utilizes technology, so why not have students utilize it too? Students can publish their written work in a variety of ways.

Students can make use of Canva Docs, Presentations, Comic Strips, Posters, and a variety of other templates on Canva to publish their stories. By copying and pasting their story and illustrating them using a variety of pre-loaded graphics, students can create published work similar to a book. 

Google Slides can also work in the same way. Students copy and paste their paragraphs into various Slides and illustrate them, creating a book.

Creating and preloading various writing templates and papers into Google Slides also gives students a chance to copy and paste their stories onto themed writing paper that can be printed.

We love to create Google Slides writing paper templates to do just that. 

Check out our Spring Bulletin Board complete with writing prompts and Google Slides digital writing paper that students use to publish their work. 

Grab yours today!

Take it a step further and students can publish their work for the world to see on a blog. WordPress is a free website where students can create their own website where they display their student work. This would also serve as an online portfolio for their family and friends to view their stories throughout the year. Also, learning WordPress would be a technology skill students can work to master.

Students could also use Storybook That to illustrate their own story after they’ve fully written the entirety of it.

Conclusion

Why beat them when you can join them? There are so many online resources to walk students through the steps and traits of the writing process. By making use of the technology skills students possess plus their love for all things technical, students can see how writing can be fun and also applicable to the tech world.

Author of Blog

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