Writing Strategies

Separating Composition and Transcription

Writing involves two distinct processes that place competing demands on working memory:

• Composition: Generating ideas, organising thoughts, selecting vocabulary, structuring sentences and text.
• Transcription: Spelling, handwriting, punctuation, and presentation.

Many pupils with SEND can compose effectively but struggle with transcription. Separating these demands reduces cognitive load and reveals pupils' true capabilities. Allow pupils to focus on one dimension at a time.

Scaffolding Composition

Support pupils to generate and organise ideas before writing:

Planning Strategies

• Use graphic organisers (story mountains, mind maps, flow charts)
• Provide partially completed plans with gaps to fill
• Talk through ideas with a partner before writing
• Record ideas orally first
• Use pictures or storyboards to sequence ideas
• Provide writing frames showing required structure

Sentence-Level Support

• Provide sentence starters ("The most important reason is...")
• Display model sentences for different purposes
• Use sentence stems with word banks
• Practise oral rehearsal before writing
• Co-construct sentences as a class

Modelled Writing

Explicit modelling makes the invisible processes of writing visible:

• Think aloud while composing in front of pupils
• Show how writers make decisions about vocabulary and structure
• Demonstrate editing and improving writing
• Model rereading to check meaning
• Share how you overcome blocks or challenges
• Use visualisers to show writing in action

Pupils cannot imitate processes they have never seen. Model frequently.

Alternative Recording Methods

Not all writing needs to be handwritten. Remove transcription barriers by allowing:

• Voice recording ideas
• Typing or word processing
• Dictation to an adult scribe
• Speech-to-text software
• Drawing with annotations
• Photographs with captions
• Comic strips or storyboards
• Digital presentations
• Audio or video responses
• Collaborative writing
• Selecting and arranging pre-written sentences
• Completing cloze exercises

Focus assessment on composition quality, not presentation method.

Managing Handwriting Difficulties

For pupils who do write by hand, reduce physical barriers:

• Provide wide-lined paper or raised-line paper
• Offer pencil grips to improve pen hold
• Allow choice of writing implement
• Use sloped writing boards to improve posture
• Reduce the quantity of writing required
• Provide photocopied text to reduce copying
• Allow breaks during extended writing
• Do not penalise poor presentation

Some pupils may need occupational therapy input for significant motor difficulties.

Word Banks and Visual Supports

Reduce cognitive load by providing vocabulary supports:

• Topic-specific word banks with images
• High-frequency word mats
• Connectives and transitional phrases
• Adjective and adverb lists
• Synonyms for overused words
• Sentence starters for different purposes
• Genre-specific vocabulary
• Personal word books

Display these prominently and teach pupils to use them independently.

Breaking Writing into Stages

Sustained writing tasks are overwhelming. Break them into manageable steps:

1. Planning: Generate and organise ideas
2. Drafting: Get ideas down without worrying about perfection
3. Revising: Improve content and structure
4. Editing: Check spelling, punctuation, grammar
5. Publishing: Present final version

Allow pupils to complete one stage per session. Do not expect all stages in one lesson.

Success Criteria

Make expectations explicit through clear success criteria:

• Co-construct criteria with pupils
• Use child-friendly language
• Limit criteria to 3-5 key features
• Provide examples showing what success looks like
• Allow pupils to self-assess against criteria
• Focus criteria on the writing objective, not everything

Vague instructions like "write a good story" are unhelpful. Be specific about what makes writing successful.

Reducing Anxiety About Writing

Many pupils with SEND have negative associations with writing. Build confidence by:

• Celebrating effort and small improvements
• Providing frequent positive feedback
• Marking for content before accuracy
• Allowing choice in writing topics
• Connecting writing to pupil interests
• Sharing writing for real purposes and audiences
• Never comparing pupil work publicly
• Building writing stamina gradually

Anxiety about writing becomes a self-fulfilling prophecy. Break the cycle with success and encouragement.

Spelling Support

Poor spelling should not prevent pupils from writing. Support spelling without inhibiting composition:

• Teach spelling systematically through phonics
• Provide personal spelling logs for high-frequency words
• Use mnemonics for irregular spellings
• Allow invented spellings in initial drafts
• Provide word banks to reduce spelling demands
• Use spell-checkers and assistive technology
• Focus marking on taught spelling patterns
• Teach proofreading strategies explicitly

Perfect spelling should not be the gatekeeper to writing.