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Publishing is the least used aspect of the writing process in elementary schools, as  classrooms teachers in the primary grades often become focused primarily on teaching techniques, or strategies within a writer’s workshop modality that sometimes lacks consistency to determine its overall effectiveness. Moreover, teachers introduce the process of writing in elementary grades, and spend time writing daily on teacher-generated themes through varied activities designed for students to perform specifically for the teacher; however, sometimes splintered aspects of writer’s workshop matriculate. Basically, teachers have not designed a specific curriculum at most grade levels, or unified format of instruction within the workshop design that offers  students, for example, who might have introverted personalities, a voice with expression, and design.

Moreover, sometimes students feel alone, and afraid of expressing themselves verbally, and often writer’s workshop has not developed into a community of sharing student’s writing, or thoughts, consistently within the walls of the classroom. Consequently, this causes  both the teacher, and other students difficulty in relating to individual personalities. In addition to the fact that there is very little student storytelling, and written expression linked to that modality of the language arts curriculum.

Moreover, teachers should strive to be inspired to make writing through publication a part of writer’s workshop. Specifically, publishing declares writing as a social process, an exchange of ideas between authors, and readers, not just a written expression limited to a required performance for the teachers. Having feedback from readers provides motivation for writing, and emphasizes higher level thinking such as creativity, and organization. Publishing also emphasizes finishing a complete work, and producing a quality product.

Writing is a daunting task for many students; however, there is a significant relationship between publication, and students’ motivation to engage in the writing process. Writing helps students to find their identity, but it also can be the driving force behind academic success when students feel that they have a voice, and sense of authorship.

How can publishing be accomplished? Begin by giving students examples of child writers who have published best selling works such as: Mattie Stephanek, Christopher Paolini, and Brianna & Brittany Winner. In addition, encourage students to begin with small goals, such as publishing for family, and friends, and later progress to publishing online, and entering contests.

For you next writing assignment, login to Big Universe and select the writing module.  Your students will love this!  Kids can definitely be published authors, too!

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