Writing Process Methodology

MQF Level: 7

ECTS Value: 1 ECTS

Duration: 2 Sessions

Contact Hours: 5

Self Study Hours: 12

Assessment Hours: 8


Module Description

During this module, participants will become familiar with writing process methodology, focusing on writing as a process starting from drafting to publishing. They will be able to scaffold learning to improve writing instruction.

The module will focus on the following key areas:

  1. Writing process methodology within a balanced literacy approach;
  2. Responding to children’s writing through peer response;
  3. Modelling and guiding emergent writing.

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a) Implement writing process strategies in his/her classroom and within a family literacy intervention programme;
b) Demonstrate key classroom practices which promote development in writing;
c) Assist students with difficulties in expanding their sentences/writing;
d) Deliver writing activities to address identified student difficulties within an Nwar setting or similar literacy intervention programmes;
e) Assist parents/caregivers in implementing writing strategies at home.


a) Demonstrate a critical understanding of writing process methodology most predominantly prewriting strategies, revising and editing strategies;
b) Demonstrate an understanding of modelling and guiding students to write independently;
c) Develop knowledge on a balanced literacy approach to the teaching of writing including modelled, shared, guided and independent writing;
d) Identify students’ difficulties in writing and how to address these difficulties;
e) Describe the implementation of scaffolded writing activities within an Nwar setting or similar literacy intervention programmes.


a) Plan and implement a range of writing activities to enhance literacy learning within a balanced literacy and teaching model;
b) Pace writing activities from modelled writing activities to guide students to write independently;
c) Show an ability to select appropriate writing strategies to tackle students’ difficulties;
d) Plan appropriate intervention writing strategies to address students’ strengths, difficulties and learning needs;
e) Support parents/caregivers to implement writing strategies with their child at home.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This module will be assessed through: Research Assingment and Online Tasks/Reflections.

Suggested Readings

Core Reading List

1) Berninger, V.W., Lee, Y., Abbott, R.D. & Breznitz, Z. (2013) Teaching children with dyslexia to spell in a reading-writers’ workshop, Annals of Dyslexia, vol. 63, no. 1, pp. 1-24. 

2) Damron, L., Sanders, J. (2016) They’re All Writers: Teaching Peer Tutoring in the Elementary Writing Center. USA: Teachers’ College Press 

3) Feil, A. (2016) Reluctant Writers in Elementary Schools: A Problem with a Solution.

4) Gibson, S.A. (2009) An Effective Framework for Primary-Grade Guided Writing Instruction, The Reading Teacher, vol. 62, no. 4, pp. 324-334. 

Supplementary Reading List

1) Dunn, M.W. & Finley, S. (2010) Children’s Struggles with the Writing Process: Exploring
Storytelling, Visual Arts, and Keyboarding to Promote Narrative Story Writing, Multicultural Education, vol. 18, no. 1, pp. 33-42. 

2) Letter, T. (2014) 5 strategies for inspiring reluctant writers. Retrieved from 

3) Proett, J., & Gill, K. (1986) The Writing Process in Action: A Handbook for Teachers. National Council of Teachers of English, Illinois, USA.

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