Give frequent, purposeful practice writing integrated into class time¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because the first hurdle for beginning writers is not writing at all, the manual directs GED teachers to give frequent writing opportunities that are purposeful, expected as a regular part of class time, and understood as necessary. Suggested forms include freewriting, note-taking, questioning, outlining, summarizing, comparing/contrasting, practice essays, journal writing, and reading journals. Practice essays should avoid the essay-a-week trap, with ample time to revise and timed essays near test readiness.

Design Implications¶

Context¶

Requirements¶

• Practice must be purposeful and a regular, expected part of class time

Constraints¶

• Requiring too many individual papers emphasizes product over process

Target Learners¶

• Adult GED preparation students

Target Learning Goals¶

• Build writing fluency, organizing skills, and test readiness for the 45-minute GED essay

Related Strategies¶

• Use freewriting as a private, ungraded warm-up to unlock ideas and release tension

Examples¶

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Key Sources¶

• Coombs, Lucinda H. (1987). The GED Writing Skills Test Essay Teacher Training Manual. Maine Dept. of Educational and Cultural Services / University of Maine. https://eric.ed.gov/?id=ED324536