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This fall Wakefield Country Day School in Huntly introduced students in grades 8-12 to a competency-based writing program designed to help teachers improve students’ writing skills.
An in-service training course was conducted before the iipening of school by Mrs. Mary Jane Reynolds, head of Wakefield’s English Department and a participant in the Bay Area Writing Seminar offered by George Mason University.
By teaching writing toward specific skills’ objectives designed to keep students at or on grade level, the competency based writing programs holds both students and teachers accountable.
The basic principle of the program is that composition is a three-phase process: prewriting which stimulates -student thinking, generates ideas and focuses purpose; composing, which develops ideas generated in the prewriting; and post-writing which refines the expression of ideas developed in the composing phase.
“The entire three-phase process is crucial to good composition,” according to Mrs. Reynolds. "As students master this process, they will become increasingly selfconfident and effective in all their writing.”
The Wakefield writing program recognizes that good writing is more than the correct use of mechanical skills: good writing is clear thinking. Students are encouraged to understand the relationship between ideas and language as teachers guide them through the motivational or pre-writing phase.
They are required to plan, write and edit compositions in the classroom under close supervision. Schedules have been arranged so that students have composition classes in addition to their regular English classes.
To attain the overall goals of refining ideas, organizing materials, and developing ideas in the composing phase, students must master specific skills.
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