Teaching Compositions and Conventions Script

Slide 1: Title

Slide 2: Introduction

Welcome to this module on teaching writing and spelling. While these skills are very important, they build upon the foundation of reading and take longer to develop.

I have found that teaching students to read is discussed far more than teaching composition and conventions.  Further, many current college students had teachers who learned much more about how to teach reading and literature than about how to teach writing.  So, they may lack confidence in their own writing skills.

Slide 3: The Role of Content Area Teachers

Writing is not the sole responsibility of the language arts teacher. Every content area includes writing tasks unique to that disciplinewhat we call disciplinary writing. Whether students are crafting a lab report, composing a historical argument, or responding to literature, they need to write with a clear purpose and format.

Equally important is building background knowledge, and this is not the sole responsibility of the content area teacher. Students cannot write effectively about what they do not understand. By supporting knowledge-building within your content, you help lay the foundation for meaningful writing.

Slide 4: Teaching Writing Effectively  Complex Processes

Unlike reading, which is often guided by the Simple View of Reading, writing is a multifaceted and generative process. It involves planning, drafting, revising, editing, and publishing.

To teach writing well, we must provide students with the language of writing. Terms such as the Six Traitsideas, organization, voice, word choice, sentence fluency, and conventionsgive students a shared vocabulary for analyzing and improving their work.

Slide 5: Teaching Writing Effectively  Iterative Process

Writing is not linear; it is iterative. Students benefit from learning the steps of the writing process and understanding that revision is part of good writing, not a punishment for poor work.

Its also critical to give students time to write independently. Without regular opportunities to apply their skills, students struggle to grow as writers. Dedicated writing time signals that writing is a priority in the learning environment.

Slide 6: Teaching Writing Effectively  Gradual Release of Responsibility

The Gradual Release of Responsibility model is essential in writing instruction. We begin with direct modeling of our own writing process, making our thinking visible to students.

We introduce mentor texts to show effective writing in real-world contexts, provide tools like checklists and rubrics to support students efforts, and use conferencing to guide individual progress.

Feedbackboth from the teacher and peershelps writers refine their ideas and recognize areas for growth.

Slide 7: Teaching Writing Effectively  Peer Engagement

Peer engagement is a powerful component of writing instruction. When students critique one anothers work in structured ways, they develop a deeper understanding of writing craft.

It also builds a writing community, helping students learn to give and receive feedback and to see writing as a process shared by all.

Slide 8: Considerations by Age and Stage  Emergent Writers (Pre-KK)

Emergent writers are just beginning to understand the connection between spoken and written language. They engage in drawing, labeling, scribbling, and letter strings.

Their writing is closely tied to reading developmentunderstanding directionality, recognizing letters, and connecting sounds to symbols. Evidence-based practices include interactive writing, shared writing, and opportunities for name and word play.

Teachers can identify strengths by observing students ability to use print concepts and letter knowledge, while supporting weaknesses with engaging, hands-on literacy experiences.

Slide 9: Beginning Authors (K2nd Grade)

At this stage, students begin composing simple sentences and short narratives. They rely on phonetic spelling and are building fluency in both reading and writing.  At the end of the stage, most are considered fluent writers, in that they can generally spell correctly and express themselves in print.  These requisite skills have prepared them for composition.

We support these writers through modeled writing, shared writing, and sentence starters. 

Daily writing opportunities are critical. Strengths might include use of sight words or sentence structure, while weaknesses may be revealed through inconsistent spelling or underdeveloped ideas.

Slide 10: Transitional Authors (2nd3rd Grade)

Please note that this is my label for these students who tend to fall between beginning and experienced authors.  

They have a good general mastery of narrative and biographical story telling and demonstrating an understanding of basic conventions. These writers are developing paragraph structure, using sequencing and simple transitions. Their vocabulary and syntax are expanding.

Effective support includes mini-lessons on organization, frequent opportunities to write across genres, and guided revision practices. Teachers assess for clarity, cohesion, and appropriate use of conventions, helping students make purposeful writing choices.

Slide 11: Upper Elementary Authors (4th5th Grade)

Upper elementary students are expected to write in multiple genresnarrative, informative, and opinion. They write for specific purposes and audiences.

Instruction should include mentor texts, graphic organizers, and writing conferences. At this stage, rubrics can guide self-assessment and revision. Strengths may include voice or elaboration, while weaknesses might appear in transitions or organization.

Slide 12: Secondary Student Authors (6th12th Grade)

In the secondary years, writing becomes increasingly analytical. Students must support claims with evidence, structure arguments clearly, and adjust tone and style based on context.

Support includes instruction in citation, formal structure, and genre-specific conventions. Teachers assess logical progression of ideas, use of evidence, and control of language.
Students benefit from seeing exemplars and participating in peer and teacher conferencing to refine their work.

Slide 13: Teaching Conventions

Understanding and using writing conventions is essential for clear communication. Students typically learn punctuation in a developmental sequencestarting with basics like periods and capital letters, and progressing to commas, quotation marks, and dashes.

Grade-level expectations vary, but the best instruction embeds grammar and punctuation within authentic writing. Instead of isolated drills, we teach these conventions through mentor texts, sentence combining, and revision exercises.

Grammar and punctuation should serve writing, not overshadow it. Our focus should remain on helping students express their ideas clearly and correctly.

Slide 14: Writing Assessments  Informal Measures

Informal writing assessment occurs every day. Through teacher-student conferences, observation, and review of drafts, we gain valuable insight into how students think and write.

Here are two examples of checklists that can be used to review student writing at different developmental stages.  The first considers print awareness.  The second includes additional features; this could be used for self, peer, or teacher assessment.

Slide 15: Writing Assessments  Informal Measures

Using tools like the Six Traits rubrics, checklists, and genre-specific guidelines, teachers can help students target specific goals. Writing across multiple genres and structures provides a full picture of student ability.

The Six Traits refer to the primary elements of composition: Ideas, Organization, Word Choice, Sentence Fluency, and Conventions.  (Sometimes a plus one characteristic of Presentation.) is added.  There are two advantages to using this approach: Students share a common vocabulary to talk about writing and Students can narrow their focus to revising specific elements.  Both of these advantages make composition less intimidating for themand for you! 

There are many rubrics available based on these elements, for different grade levels and different writing genres.  And this approach can complement other required curriculum.

Slide 16: Writing Assessments  Formal and Diagnostic Measures

Formal writing assessments, such as state tests or district benchmarks, provide important data about student performance.

Diagnostic tools, like the Test of Written Language, help identify specific skill deficits and inform targeted intervention. These assessments should be paired with classroom observations to ensure a well-rounded understanding of student needs.

Slide 17: Writing Assessments  Test of Written Language IV

Diagnostic tools, like the Test of Written Language (TOWL), help identify specific skill deficits and inform targeted intervention. These assessments should be paired with classroom observations to ensure a well-rounded understanding of student needs.

You are unlikely to use the TOWL unless you are a diagnostician, serving as a school or district level reading specialist; however, you may have students in your class who will have data from this testing in their cumulative records.

The TOWL can be administered to students as a full class, though it is more typically used with small groups or individual students.  It has sections that test spelling, vocabulary, and logic.  

Another section has students write in response to a visual prompt.  What makes this assessment stand out is the highly structured way in which the assessor analyzes the writing prompt.  In some ways, this is an extension to the analysis that is recommended in traditional classroom writing.

Slide 18: Writing Assessments  Test of Written Language IV

These are the scoring forms from the Test of Written Language, which is designed for students who are 9 years old and older.  

As you can see, the Contextual Conventions scoring is very specific, quantifying writing elements to ensure that scores are consistent.  For example, it specifically asks for the number of words with three syllables or more that are spelled correctly.  It also refers to attempts to use sophisticated punctuation elements like asterisks, noting that these early attempts to use novel punctuation are a step towards complex composition. 

The final page is from the Story Composition scoring, which is far more holistic, and much more familiar to classroom assessments.  One unique element of this scoring is the list of story vocabulary at the end, providing some of the language that students might use, based on the background knowledge that they bring with them to the task.

Again, while these are not typically used in a classroom setting, using similar highly-specific scoring tools can support a deeper understanding of student needs.

Slide 19: Spelling Assessments Diagnostic (A reminder!)

Words Their Way (now Word Study for Phonics, Spelling, and Vocabulary Instruction) and LETRS (Language Essentials for Teachers of Reading and Spelling) are two spelling assessments that have different word lists but the same structure.

Both assessments provide a list of words that begin with simpler orthography and move to more complex spelling patterns.  Where traditional spelling tests are scored based on words spelled entirely correctly, these assessments focus more narrowly on specific word features.  This focus allows instructors to identify precisely which spelling features a student has mastered to determine where to begin instruction or intervention.  The assessment also provides a categorial description of the students spelling stage.

Both of these assessments and their scoring information are available in the Spelling folder with the Case Study Assessment Materials.

I first came to this assessment with a good deal of doubt.  The English language has such complexity due to borrowing from so many other languages that I found it difficult to believe that anything could be logical about spelling or spelling development.  That instinct was WRONG!  Your folder for this module has some of the research that supports this.
Notably, the Words Their Way materials are fairly easy to find used and include materials for multilingual students.

Slide 20: Composition and ConventionsLike Peas and Carrots

This section started with composition before addressing spelling, though the two areas of instruction typically benefit from being taught together and over a students academic career.
The balance needed for instruction does vary somewhat based on a students spelling stage.

Slide 21:

I know that many students (and teachers) dread teaching grammar.  However, this content does not have to be drudgery, and it IS important.  One of my former professors, Delores Perin, collaborated on research that includes this assertion, which I try to keep in mind when I want to skip explaining commas (again): 

Most contexts of life (school, the workplace, and the community) call for some level of writing skill, and each context makes overlapping, but not identical, demands. Proficient writers can adapt their writing flexibly to the context in which it takes place (p. 9).

Learning this agility as an author is a lifelong pursuit.

Slide 22: Three General Elements of Conventions 

Other than orthography, which has its own complexities, there are three general areas of writing conventions for students (and teachers) to master.  

Punctuationthe marks that help a reader make sense of writing.
Syntaxthe way that linguistic elements (or words) are put together to make sense.
Writing Genresthe categories of communication via written word



Slide 23: Early AuthorsConcrete Concepts (Kindergarten and First Grade)

I think of student authors in three broad groups, and I recognize that the ages at which students move among these skills is not consistent within a school.  It helps me to think of these as extensions of the thinking that students do at different ages, pulling from Piaget.  They start off with concrete understanding and must mature to develop abstract, formal operational thought.

Early authors are those initial concrete thinkers.

Students are learning the basic concepts of writing and spelling, including what sentences and titles are, how to space between words, and the use of capital letters.  

Slide 24: Early AuthorsConcrete Concepts (Kindergarten and First Grade)

In general, these students are beginning to experiment with simple punctuation.

Periods (.):To mark the end of declarative sentences (statements).
Question Marks (?):To indicate questions.
Exclamation Points (!):To express strong feelings or emphasis.

Pointing these marks out while learning to read and during shared reading helps to reinforce the use of these marks in students writing.  

Slide 25: Early AuthorsConcrete Concepts (Kindergarten and First Grade)

Subject and Predicate: Students first grasp the concept of a subject (who or what the sentence is about) and a predicate (the part that tells something about the subject). 
Simple Sentences: They learn to identify and construct simple sentences with a subject and a verb and then expand to include objects. 
Basic Word Order: They become familiar with the typical Subject-Verb-Object (SVO) word order in English. 

For culturally and linguistically diverse students, punctuation and word order in their home language may be different from English.  For those students, having explicit instruction in these elements is crucial.

Slide 26: Early AuthorsConcrete Concepts (Kindergarten and First Grade)

Early authors begin to write in the narrative pattern that they know from the books they hear and the stories they know.  They start with the structures with which they are familiar.
Narrative writing:This focuses on storytelling, recounting personal experiences, or creating fictional narratives.  They use chronological order and experiment with transitional words and phrases, beginning to show awareness of the reader.

Informative/Explanatory writing:This genre emphasizes conveying information clearly and accurately, often through reports, summaries, or explanatory essays.  These tend to include concrete ideas such as comparisons and simple cause and effect.

Slide 27: Developing Authors (Second, Third, reinforced in Fourth)

By the time students are in second and third grade, their fine motor skills are developing, so writing is less focused on the physical act and can begin to shift to more creative and complex pursuits.

Students are more familiar with what traditional writing looks like, though they may not be sure what the rules are that apply.  

Slide 28: Developing Authors (Second, Third, reinforced in Fourth)

Students are beginning to experiment with punctuation that requires them to parse ideas, by speaker and by sentence parts as well as to show relationships.

Commas (,):Introduction to their use in dates, separating words in a series, greetings and closings of letters, and addresses.
Apostrophes ('):To show contractions and possession.
Quotation Marks (" "):To indicate direct speech and quotations from text.

Slide 29: Developing Authors (Second, Third, reinforced in Fourth)

Syntax development becomes more nuanced and descriptive, with the use of prepositional phrases as well as the recognition that a single word can have multiple purposes within a sentence (in addition to multiple meanings).

Prepositional Phrases: Students learn to recognize and use prepositional phrases, which modify nouns or verbs.
Verbals (Infinitives, Participles, Gerunds): They learn about verbals, which can function as nouns, adjectives, or adverbs, often confusing them with true verbs.

And, I should note, many of you may also not remember all of those specific terms.  I dont even use that specific language on a regular basis!  BUT we have all mastered these skills, even if we might want to stop to look up details about it on Google before teaching it!

Slide 30: Developing Authors (Second, Third, reinforced in Fourth)

Structures should be varied in students reading and writing.

Narrative writing:Added detail and complexity, including omniscient narrators, dialogue, and experimenting with word choice to develop voice and mood.
Informative/Explanatory writing:Added complexity to include using research, expressing abstract ideas, and developing paragraphs with multiple supporting elements.
Argumentative/Persuasive writing:This involves presenting basic claims and supporting them with evidence, often in essays, opinion pieces, or research papers. At this stage, this type of composition is typically in first person, and word choice likely lacks nuance.

Slide 31: Advanced Authors (Fifth Grade and Older)

Students often have internalized the rules of their mother tongue, but they frequently rely on what sounds right rather than knowing what the rules are.

When students begin to learn another language, their new understanding may help them to better understand their first language.

I have experienced this as a learner, when I finally understood subjunctive tense in English after learning it in Spanish.  As a teacher, I learned this when an English Language Learner asked me when to use will versus might versus may when describing if they plan to attend an event.  

Slide 32: Advanced Authors (Fifth Grade and Older)

These students employ or experiment with more creative uses of punctuationmany of which are not necessary to be able to compose for most purposes.

These include
More advanced comma rules:Separating independent clauses, introductory elements, and direct address.
Parentheses ( ), Brackets [ ], and Dashes ():For setting off non-restrictive or parenthetical elements and other uses.
Semicolons (;):To link closely related independent clauses.
Colons (:):To introduce lists or quotations.

Slide 33: Advanced Authors (Fifth Grade and Older)

Syntax is also more sophisticated, complex, and potentially far more creative.  

Clauses: At this stage, students have generally learned to differentiate between independent and dependent clauses, which are essential for understanding complex sentences. They will likely need review and reinforcement for editing these features. 
Compound and Complex Sentences: They combine simple sentences into compound sentences and learn to integrate clauses to create complex sentences.
Intentionally Breaking the Rules: Authors at this stage may begin to play with punctuation.  For example, they may use sentence fragments for effect.

Slide 34: Advanced Authors (Fifth Grade and Older)

Informative and Explanatory writing often now is created within the content areas.

Specialized/Academic genres:Depending on the students' level and the demands of their content area courses, students may delve into more specific genres like research proposals, literature reviews, or other disciplinary writing.  As students transition to separate content area classes, collaboration among faculty can help support them in learning the standards for these academic responsibilities.  
It is vital that students read widely to be familiar with the demands of these tasks before they are asked to perform them.

Slide 35: 

Integrate conventions within the writing process

Embed instruction within authentic writing:Teach conventions as students engage in the various stages of the writing process (pre-writing, drafting, revising, editing), rather than as isolated exercises or separate "grammar lessons".  As mentioned in discussing composition, conventions should not be an opportunity for students to have grammar anxiety prevent them from the flow of ideas.
Target specific needs during revision and editing:Focus on areas where individual students consistently make errors during the editing stage of the writing process, providing personalized feedback and instruction.
Balance focus on ideas and conventions:Encourage students to prioritize developing their ideas and content during the initial drafting stages and to then focus on conventions during revision and editing.

Slide 36: Integrating Convention Instruction

Contextualize conventions within meaningful writing experiences

Connect conventions to clarity and audience:Emphasize how adherence to conventions enhances clarity, understanding, and credibility for the reader.
Address genre-specific conventions:Teach students the specific conventions associated with different writing genres, such as the use of evidence in persuasive essays or descriptive language in narrative writing.  
This also provides an opportunity to explore how authors use different languages within their writing.  Specifically addressing code-switching as a skill that students use in their daily lives can be validating while also demonstrating the importance of matching language use to purpose.
Integrate writing into content areas:Encourage and provide opportunities for students to write in various subject areas, applying conventions within different academic disciplines.


Slide 37: 

Provide explicit and targeted instruction

Model good writing and conventions:Demonstrate how to apply conventions effectively in different genres and contexts through explicit modeling and by providing clear examples.
Offer specific and constructive feedback:Give students feedback on their writing that helps them understandwhyandhowto improve their use of conventions, rather than simply correcting errors.  Conferencing is an ideal practice to do this in small increments.
Use mentor texts as examples:Showcase examples of well-written texts that effectively use conventions to achieve specific purposes.  Include your own drafts of writing to demonstrate the journey of authorship.

Slide 38: Principles for teaching conventions

Like many instructional topics, teaching conventions benefits from short interventions that target specific skills.  These mini-lessons should have a focused purpose with immediate, engaging application.

Providing students with the opportunity to play with language can ensure that composition and convention lessons keep students attention and empower them to take risks with their writing.  
There are a few ideas available at the link that follows.
Slide 39: In the Classroom

A few additional reminders about composition and conventions:

* Learning is not strictly linear:While there's a general progression, students may encounter and experiment with various punctuation marks at different times.
* Reading and exposure:Students learn implicitly by being exposed to punctuation in the materials they read.
* Explicit instruction:Teachers also provide explicit instruction on the rules and purposes of punctuation marks.
* Practice and application:Regular practice and opportunities to apply punctuation in their own writing are crucial for students to develop mastery.

Slide 40: In the Classroom

Formative assessment is one of the most important tools a teacher can use.  In addition to general scoring for writing assignments, taking time to perform an error analysis may be beneficial.  Like running records, noting student errors and pulling examples from student work is key to highlighting the relevance of instructional content.

Slide 41: Conclusion

Teaching composition and conventions requires thoughtful planning, clear modeling, and responsive instruction. By understanding developmental stages and using evidence-based strategies, we can help all students become confident, capable writers.

Slide 42: Next Steps

After this introduction, youll dive deeper into readings that will connect practices for teaching composition and conventions within broader literacy practices and help you develop your own instructional approaches. You will also reflet in our discussion spaces, either in the discussion boards or during a Zoom discussion and complete a short quiz. Check our course site for details and deadlines. 

Slide 43: Read and Consider

In the content folder, there are additional materials for you to consider in examining composition in the context of your students and your classroom.  These are not required, but they will offer a more in-depth look at some of the ideas in the chapter.
