The Value of Prewriting Strategies

Webster’s Dictionary defines pre-writing as, "The formulation and organization of ideas preparatory to writing." Free writing, blind writing, brainstorming, graphic organizers and questioning are few of the prewriting strategies advocated by researchers.

Free writing is a form of brainstorming that can help students to find a focus in writing their essays. Students should not focus on spelling, grammar, or punctuation, but rather on creating a central premise for their piece.

 Blind writing is another form of free writing that is particularly efficient on a computer. This idea is great because it allows the student to ignore what they just wrote. This strategy allows the process of developing words and thoughts while contributing to the flow of the writing process

Brainstorming involves the generation of ideas either through questioning or inquiry on a topic.

Graphic organizers allow students to generate lots of ideas with a logical structure. They help the student to organize their thoughts into illustrations. They are visual diagrams of written ideas.

 Questioning is designed to help students to generate and focus on specific ideas while writing. In answering the questions it will help the students to discover information and teachers should focus the students’ thinking on their topic. The questions are broken down into, "what," "where and when," "who," "how," and a basic evaluation of their thoughts.

Prewriting is the first and primary stage in the writing process. At this stage, the writer needs to consider three main factors: topic, audience and purpose. As a result, it is mandatory to employ strategies or approaches which will aid in the teaching and learning of writing.

Before one gets a license, he/she has to master certain prerequisite skills in order to smoothly drive or move through specific paths to arrive at the right destination.  In order for students to obtain their writing license, they must master the skills in the writing process to arrive at the ‘publishing’ stage.   This journey begins with the prewriting strategies which serve as the stimulus for students to generate or formulate novel or original ideas which are worth writing about. Students must understand the value and worth of this stage, and the supporting system it provides for them if they experience any ‘writer’s block.’

Students must be aware of the value and purpose of prewriting in the writing process. Many students do not see the value or purpose of prewriting so they assume it is a waste of time. 

How can such attitude be avoided? Students should be exposed to good writing patterns at an early stage in their schooling. They should be both intrinsically and extrinsically motivated to engage in such a practice. The methods and approaches in teaching this sensitive stage in writing are out there. Teachers just need to find the time, effective resources and generate strategic plans that show students how to write using their talents in a way that they can understand. Creating good writers is not solely the teacher's job, the students do have a major role to play in it, but giving or exposing them to the resources at a young age is a huge step towards right direction. Students need to know that to become an exemplary writer does not take endless hours to learn.

Given the right opportunity and exposure to the aforementioned strategies, I believe that it should be implemented in all language classrooms. I am a strong advocate to these strategies and will ensure that my students experience these thought provoking methods for generating their ideas.