Adult Writing Prompts

As a child, reading and writing always came with craft activities or competition. In Kindergarten, we studied a letter a week, so this consisted of learning its sound, location in the alphabet, and the written form of the letter. Each letter had a craft activity which grabbed my attention because I love arts and crafts. Because it was something I was interested in, I soon began catching on to simple words which lead to bigger words, and then eventually to books. Competition for “Top Reader” was also a great way to grab the students’ attention because this caused every student to compete for a prize even if the prize was just an eraser. These activities may seem simple and small but I guarantee you that I am still thankful for them each day, because those simple activities got me involved in a world of reading and writing

Timothy Rasinski and Nancy Padak, in their article, “Write Soon!” from The Reading Teacher (2009) emphasize that reading and writing are important skills and explain how parents can easily incorporate them into everyday life. They support this idea by presenting simple ways that parents and their children can do this, such as writing notes to each other, exchanging journals, or making lists. The authors wrote this article in order to help teachers guide parents through developing and supporting their child’s literacy. Rasinski and Padak’s writing is aimed toward teachers who can ultimately use these instructions to encourage

This journal article is published by Roger Beard and Andrew Burrell Roger is a professor of Primary Education and Head, School of Early Childhood and Primary Education at the Institute of Education, University of London; Andrew is School of Early Childhood and Primary Education, Institute of Education, University of London. They make a standardised task with repetitive design to study narrative writing by 112 elementary students (60 boys, 52 girls) in England. The test includes a 10-minute description writing task and a 30-minute narrative writing task, and the kids are been teaching by specially trained panels. From the test, the students writing have been increased. The author state, “More specifically, there was greater use of action to develop character and main event, connectives to inject suspense, exclamations for impact, adventurous vocabulary to add interest and verbs to emphasize action, thoughts or feelings.” (90) The result of this study would be beneficial on researching literacy education and children's interest.

Writing Prompt. This two-day lesson assessment determined whether or not students met the lesson’s objective. We chose this assessment because it provides qualitative data and incorporates the writing standard into our lesson. Also, the writing prompt is an open-ended assessment tool that does not limit the students’ choices when answering the prompt. If we gave them a multiple choice form of assessment, then the students only have 4 options to choose from that may not represent their thoughts entirely. Plus, students could select the correct answer through process of elimination, which would not represent the full picture of their knowledge and understandings. The writing prompt required the students to individually explain to an alien what its responsibilities are now that it is a member of the local community. Attached to the writing prompt was a writing rubric that would guide students to write a complete answer (See Appendix A). Since their language arts and reading teacher uses this writing rubric for her assignments, the student are familiar with it and understand how to write a complete answer. We had the students complete it individually so we could see each students’ voice and thoughts and eliminate the possibility of their answer being influenced by their peers’ opinions. Since we understand that the “the results of assessment are used to inform the planning and implementing of experiences and to evaluate and improve teachers’ and the program’s effectiveness”

Have a bookshelf set up for your children. Place activity, coloring, informational, and storybooks on it for your children to read whenever they want. There are also many printable activities and stories that can be found online. Children can use these printed pages to make books to place on the shelves.

The author, Deborah Stewart “indicated that writing should be fun for the child and that as a teacher we should be encouraging as they begin to write. Instead of making writing a daunting task it should be something the children find enjoyable and fun”. Although the first video provided a small amount of activities to promote writing the web page I referenced should several additional and different techniques a teacher could use so a small child could enjoy the process of learning without realizing they are being taught and are learning. The examples provided in the second site encourage self-identification, self-esteem, and physical

Children should write about real life reasons. (Romei, 2009) It could be as simple as signing in for attendance, making a list, writing notes, writing letters that express feelings, journal writing, monthly newsletter writing, literature writing, or drawing. “Reading and writing skills develop simultaneously and are interconnected. Progress in one fuels development of the other.” (Caulkins, 1986)

During my Kindergarten years most of my encouragement continued by making up my own short stories with illustrations. Stories I wrote, like the “Oddor Beast” (1) and “The Witch And Too Two Many” (2), helped increase my imagination and made me feel as though I was a really great author. When my report card (3) came around and a “VG” for Very Good was in the Reading box I would get excited to read more.

As I begin to jot down my ideas on paper, for an uninteresting prompt, a sensation begins to invade my personal emotions. Frustration, sadness,and cluelessness begins to interrupt my thinking process because I am not able to concentrate, and as time passes by I stop trying. There's that moment where I am just ready to give up-even though I have not began working on the task that was assigned to me. In other moments when I find the topic intriguing, there is no stopping me not even the slightest distraction, I am joyful and I am ready to write down my thoughts and fascinate others. When I am interested and focused on making my work a masterpiece I am emotionally attached to my writing and excited to spend my time developing my work. I find that as much as you like that prompt you are able to be a successful writer.

Writing is a task that involves many cognitive processes. Because of this, it can hold some challenges and teachers can struggle with finding the right methods to teach the skill effectively. Fisher and Frey (2013) explain that “Writing needs to be taught” (p.96). A teacher cannot only give a prompt and tell their students to write about it without giving some instruction before it (Fisher & Frey, 2013). Also, writing cannot be limited to just English. Language Arts (ELA). It comes down to writing in every subject every day. Another point is that we cannot tell a student to write if we as teachers are not willing to write themselves. To teach students to be passionate about writing then teachers need to have that passion too. Young children

Some people would think that is not that hard to express your ideas on paper considering children have such active imaginations. Indeed, my imagination was surely active dreaming up fairies, befriending my baby dolls, and defending my fascination with Tinkerbell and her realistic abilities. I could not name one child whose imagination fueled their writing about the nonsense writing

Seeing you write in your journal sets an example for them and can also peak their interest. Another benefit of working on the journal together, at least in the beginning, is that you can help the child arrange their thoughts and coach them along as they attempt to put them on paper. My rule is spelling; grammar and punctuation are not being graded so the child is free to be creative without fear of being judged for their mistakes.

After the revolutionary war, they declared the United States of America a free nation, but was that entirely true? I don’t believe it is. After the revolution, slaves weren’t free until the civil war. Also, today, many people are fighting against people’s freedoms and restricting them. For example, The right to bear arms, the freedom of religion, and much more. Even regular people, of any age, fight for freedom all the time. It could be at the workplace, school, home, and more. Here's what i think.

A well-developed writer has a sound knowledge of key components such as, organisation, language the use of grammar and spelling. In order for young children to develop their skills in writing they need to have a variety of opportunities to see, hear, role play and have group discussions to develop their understanding.

Learning how to first write, I believe, for kids is always fascinating, because it is something new to them. Starting out is simple, such as writing letters of the alphabet and slowly progressing into writing words, sentences, paragraphs, and whole papers. Even though I was a creative kid, through the years of elementary school it began to become tougher. I ran into obstacles when I was told to write a comic strip, a short story, and a paper about ourselves. Not being able to write what was coming to my mind in a manner that made sense frustrated me. Throughout elementary school I struggled with writing because I never figured out how to fix this problem. During these years I succeeded in reading and I would soon hope to in writing.