[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-422133-105":59,"doc-detail-422133-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","effective-writing-strategies-for-targeting-learner-needs","Effective Writing - Strategies for Targeting Learner Needs","","Effective writing strategies focused on addressing learner needs before and during the writing process. Teachers first assess students’ background knowledge and build required topic knowledge and vocabulary through shared experiences such as listening to guest speakers, reading quality texts, and engaging in excursions or experiments. Word banks reduce cognitive load and support message communication. When vocabulary is secured, instruction shifts to idea generation using guiding questions and a support cycle involving exemplar deconstruction and modeled writing. Additional approaches include imitation, the POW strategy, draw/talk/write/share, graphic organizers, and sentence-level activities targeting planning, punctuation, coherence, and complete sentences.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effective-writing-strategies-for-targeting-learner-needs/422133/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effective-writing-strategies-for-targeting-learner-needs/422133.png","ImageObject",300,407,{"name":92,"@type":93},"Riley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How should teachers prepare students before writing instruction begins?","Question",{"text":113,"@type":114},"Teachers should check whether students have sufficient background knowledge and, if not, build the field through shared experiences that develop topic knowledge and vocabulary.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the purpose of jointly developing word banks during writing?",{"text":118,"@type":114},"Word banks provide students with appropriate language and vocabulary, lighten cognitive load, and help them focus on communicating their message effectively.",{"name":120,"@type":111,"acceptedAnswer":121},"Which strategies can support idea generation and planning?",{"text":122,"@type":114},"Teachers can use questions about audience, purpose, main idea, and key message, and provide structured approaches such as the POW strategy or mind maps and graphic organisers.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},422133,1790695352,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051","Effective writing  \nStrategies for targeting learner needs  \nStudents don’t know how or where to start  \nTeachers need to first consider whether students have sufficient background knowledge about the topic they will write about. If not, teachers need to build the field. This is most beneficial when done through a shared experience so that teachers are able to support students with content knowledge and vocabulary. Listening to a guest speaker, reading a quality text, attending an incursion or excursion, undertaking a science experiment, sharing a cultural experience, viewing a website or video, or listening to a podcast are just some of the many ways students can build up the necessary topic knowledge and vocabulary to create texts.  \nJointly developing word banks for reference throughout the writing process will ensure students have the appropriate language and vocabulary for writing. This will lighten the cognitive load for students as they write, and they will be better able to focus on how to best communicate their message.  \nIf teachers are confident that their students have the vocabulary and background knowledge required to inform their writing, the next step is to support students with idea generation. The following questions may be helpful:  \n• Who is your audience?  \n• What is your purpose for writing?  \n• What is your main idea?  \n• What is the most important message you want to communicate?  \nTeachers may need to work back through the Support cycle for teaching writing and deconstruct exemplars or engage in modelled or shared writing to prepare students for independent construction, remembering that think alouds are vital in this stage.  \nImitation  \nAfter reading a quality text, draw students’ attention to the structure of a well-crafted sentence, then use the same structure to write a similar text. This task can be extended to a whole paragraph or text excerpt for students who have mastered strong sentence construction.  \nThe POW strategy  \nThis strategy may also help. In this strategy, students:  \n• Pick ideas (i. e. decide what to write about)  \n• Organise notes (i. e. brainstorm and organise possible writing ideas into a plan)  \n• Write and say more (i. e. add detail to writing)  \nStudents don’t have a plan / don’t know how to plan  \n“Teaching students to plan can actually enhance their creativity. If students are working from a plan, they’re liberated from the need to figure out the overall structure of what they’re writing as they go along. As a result, they have the mental space they need to conjure up vivid imagery or telling details.”(Hochman and Wexler 2017:70)  \nDraw, Talk, Write, Share  \nThe importance of drawing and talking before writing cannot be overstated. In this strategy, students begin by drawing and talking about their ideas, then add writing when they are ready. Encouraging students to draw engages them and supports them to construct a visual text that carries meaning. Encouraging students to talk as they draw provides them with opportunities to practise the oral language and vocabulary necessary to write.  \nMind maps and graphic organisers  \nThe Department of Education’s Digital Learning Selector has a number of resources to support students as they plan their writing, including simple graphic organisers, writing scaffolds and frameworks to guide brainstorming. There are also Frayer diagrams and frameworks for concept mapping for more experienced writers in the planning stage.  \nSentences do not end with punctuation  \nIn this instance, teachers need to:  \n• Look at examples of decodables and quality texts and have students identify the punctuation marks.  \n• Hide the punctuation marks in texts with post its and have students identify which sentence boundary punctuation would be most appropriate for the sentence.  \n• Present students with sentences that relate to topics covered in other learning areas and have students add end punctuation (e.g. Swim between the flags__, How do you balance on","cbCaijwwpb5Mpsmb","https://ap.wps.com/l/cbCaijwwpb5Mpsmb","pdf",213803,"English","# Students’ background knowledge\n## Building topic knowledge and vocabulary\n## Word banks to reduce cognitive load\n# Idea generation support\n## Guiding questions\n## Support cycle and exemplars\n# Instruction strategies\n## Imitation\n## The POW strategy\n## Draw, Talk, Write, Share\n## Mind maps and graphic organisers\n# Sentence and coherence activities\n## Punctuation and sentence boundaries\n## Planning and creativity\n## Scrambled sentences\n## Sentence fragments","[{\"question\":\"How should teachers prepare students before writing instruction begins?\",\"answer\":\"Teachers should check whether students have sufficient background knowledge and, if not, build the field through shared experiences that develop topic knowledge and vocabulary.\"},{\"question\":\"What is the purpose of jointly developing word banks during writing?\",\"answer\":\"Word banks provide students with appropriate language and vocabulary, lighten cognitive load, and help them focus on communicating their message effectively.\"},{\"question\":\"Which strategies can support idea generation and planning?\",\"answer\":\"Teachers can use questions about audience, purpose, main idea, and key message, and provide structured approaches such as the POW strategy or mind maps and graphic organisers.\"}]","Effective Writing - Strategies for Targeting Learner Needs | PDF",1790626314,18]