Writing characteristics

Potential Strategies

Potential accommodations
Rarely writes letters or notes. Needs help completing forms such as job applications. Start with tasks that interest learners and as they see success begin to introduce more difficult writing tasks. Allow plenty of time, use hand held electronic dictionaries and spellers.
Struggles to produce a written product. Produces short sentences and text with limited vocabulary. Makes spelling errors, may confuse letter order, misses middle syllables, spells exclusively by sound and/or some words may be completely unrecognizable. Teach the basic framework for writing (planning, writing and revision), incorporate strategies within this to assist with the process such as: planning think sheets, semantic mapping, putting sentences on index cards and organizing into paragraphs. Work on vocabulary and spelling by introducing word-building strategies to teach prefixes, suffixes and combining words. Use the illustrate and associate strategy for synonyms, antonyms, and analogies. To also help with spelling practitioners may choose to access some of the following strategies: overt word parts, developing a list of trouble words and highlight the problem areas, using chunking, helping with tracking the sound sequence, using trace-copy-recall to increase visualization of the word. Suggest that learners use tape recorders to dictate what they want to write, then play it back and write it down. Use word processors, speech to test voice input. Give extra time for written assignments and shorten the amount required if possible. Accept alternative forms of reporting (i.e. oral reports, tape recorders, debates).
Omits critical parts or puts information in the wrong place. Writing lacks transition words. Build vocabulary and writing process. Teach self-regulated strategy development. Build vocabulary list of transition words (chronological, cause and effect, comparison and contrast words). Work on using the words in sentences and understanding the meaning. Develop a sheet with transition words to use as reference.
Does not communicate a clear message. Expresses thoughts that don't contribute to the main idea. Introduce story grammar so they understand the basics of a narrative. Use semantic mapping to help organize thoughts. Use DEFENDS strategy to help write a composition. Encourage the use of word processor and the cut and paste function. Have learners prepare an outline, brief notes, or short phrases to show knowledge.
Uses sentences that contain errors in syntax or word choice. Fails to clearly indicate the referent of a pronoun. Unable to determine which noun they are referring to. Work on sentence structure - provide grammar checklist to help them recognize and self-monitor problem areas. Encourage the use of word prediction or word completion software.
Spells only phonetically. Leaves out letters. Writes numbers or letters backwards or upside down. Refrains from writing words that are difficult to spell. Discuss spelling strategies with learners to help determine cause of errors. Develop a list of words and letters they reverse to help them recognize and self-monitor. Practitioners may choose to incorporate some of the following spelling strategies: Horn Spelling method, trace, copy and recall, using tape recorders to make sure they are pronouncing the word correctly, chunking, highlighting the hard parts so they visualize the correct spelling. Regardless of the strategy selected, use a multi-sensory approach. Encourage the use of number and alphabet strips; spell checkers, cue cards that list problem areas.
Omits or misuses sentence markers such as capitals and end punctuation, making it difficult for the reader to understand the text. Determine their level of understanding for capitals and punctuation - teach them the basics if necessary and model editing strategies such as COPS to help them self-monitor for these types of errors. Create pocket size cue cards for problem areas.
Has awkward writing grip or position. Letters, words, and lines are misaligned or not spaced appropriately. Makes frequent punctuation errors and mixes capital and lower-case letters inappropriately. Check the learners' writing position, their pencil grip, paper angle and general balance. If learners sit side-by-side, ensure that left-handers are correctly placed so as not to crowd out their right-handed neighbours.

Encourage a cursive hand-writing style, linked to the printed form, so that a movement memory can be established.		 Encourage the use of a triangle shaped pencils, or felt-tip markers, use word processors, lined paper or graph paper to encourage appropriate spacing. Use number lines and alphabet strips as reminders for forming letters and numerals. Allow extended time to complete work, use wide line paper, and use stabilizing devices.
Is reluctant to proofread or does not catch errors. May spell the same word differently in the same writing sample. Focuses mostly on the mechanics of writing. Introduce story grammar along with semantic mapping to work on style and content. Use DEFENDS or POWER to help learners understand the whole writing process, including editing and revising. Teach them editing strategies such as COPS. Encourage the use of word processors with spell check and grammar check capabilities, predictive word processors. Develop lists of words that they spell inconsistently to use as a self- monitoring tool.