Writing a composition is a complex activity that includes the
     mechanics of writing, including handwriting (or keyboarding, using
       writing and word choice appropriate to the writing task and
     writing difficulties.
     Because of the complexity of its demands, writing is considered by
     comment on the inadequate writing proficiency of their undergraduate
     and even graduate students. Therefore it is no surprise that writing
     The writing of students with learning problems, regardless of their
     coherent and effectively elaborated discussion. The writing tends to
     writing mechanics (e.g., handwriting, spelling). Generally these
     If the student with TBI was competent with writing mechanics (e.g.,
     hand writing and spelling) before the injury, it is likely that this
     encountered after TBI may make the other writing problems listed
     are the following difficulties that negatively affect writing:
     including the readers of ones writing; reduced space in working
     components of a writing task; reduced self-awareness of impairments
     Students who are injured in the early grades when writing skills are
     go into proficient writing, including writing mechanics..
     aspects of writing (associated with frontal lobe injury), students
       to succeed in difficult writing tasks (See Tutorial on Cognitive
       their writing and then execute the writing plan
     * consider their writing from the perspective of the reader (See
     * persevere in planning, executing, and monitoring their writing
       their writing
     For all of these reasons, writing (written composition) tends to be
     (outlined above) that contribute to successful writing. In addition,
     the student might have difficulty with writing because of attention
     discouragement as a result of a history of failure with writing, or
     with the student's writing difficulties. Intervention can then be
     difficulty with writing.
     Students with writing problems should receive some combination of
     Writing") to improve their writing. However, there are also
       writing, a checklist of components to include in the writing, and
       the content and the organization for a piece of writing. (See
       pre-writing of points made during a conversation in which the
     * Collaborative Writing: Collaborative writing is a component of the
       approach, students with significant writing problems who are
       and strategies related to writing. With this approach, there will
     Improving Students' Writing: Process and Product
     The goals of a comprehensive writing program designed to improve
     * to improve the written products, including mechanics (handwriting,
       word choice, and general style of writing
     * to improve the students' planful, strategic manner of writing
     * to increase the students' knowledge of writing as a process
       writing, including self-awareness, goal setting, planning and
     Therefore writing instruction should be organized within a broadly
     focused instructional approach that teaches mechanics, writing
     strategies, self-regulation of strategies and of the writing
     It is known that the writing of students with learning problems
     improves when the "self-regulatory" aspects of writing are
     statements about their writing (e.g., "This paragraph is complete
     statements to apply to their writing (e.g., "I need to say this more
     clearly; I need to say more."), their writing improves. Furthermore,
     programs of intervention designed to teach writing strategies and
     self-regulation through the writing process have been shown to be
     The writing instructional program with the most substantial body of
     to writing in the schools. SRSD has also been used in other
     * Increase knowledge about writing and the writing process
     * Improve all aspects of self-regulation related to writing (e.g.,
     stage and there is meaningful writing at every stage, while at the
     specific writing strategy is taught, for example SPACE for story
     writing: S: setting (characters, place and time); P: purpose (what
     Stage 3: Model the process of strategic writing: At this stage, the
     the teacher and student practice writing together and jointly use
     Composition Aspects of Writing
     student's writing, composition strategies are taught. Some of these
     strategies relate to the general process of writing, others to the
     components and organization of specific genres of writing (e.g.,
     narrative versus persuasive writing). For example, within the SRSD
     for the general process of writing. Students are encouraged to
     Think: Who will read it? Why am I writing?
     Strategies for specific genres (or types) of writing include the
     For narrative (story) writing: WWW What 2 How 2
     Also for narrative (story) writing: SPACE
     illustrate visually the components of a genre of writing and how
     Self-Regulatory Aspects of Writing
     writing is embedded throughout the instructional process. SRSD
     assumes that good writing not only requires the use of effective
     writing strategies (and good mechanics), but also requires mature
     self-regulation throughout the process of writing. These
     * Self-Awareness: To succeed with writing, students need to know that
       writing is difficult for them and, specifically, what their weak
     * Goal Setting: To succeed with writing, students need to know what
       they are trying to accomplish with their writing, who the audience
       and organize their writing process.
     * Self-Instructing: To succeed with writing, students need
     * Self-Monitoring: To succeed with writing, students need to pay
     * Self-Correcting: To succeed with writing, students need to edit
       their work for mechanics (handwriting, spelling, grammar),
       they complete aspects of their writing and especially when they
     Writing is hard for most students. Even professional writers freely
     admit that writing is hard. Students with learning and information
     difficulty with writing and easily become discouraged. This leads to
     resistance with writing and, in turn, to written products that are
     short and inadequate in many ways. Writing is complex and time
     emphasize a collaborative approach to writing. Teachers and parents
     can model the writing process and then work collaboratively with the
     students before they are expected to produce a good piece of writing
     In addition, students are explicitly taught writing strategies that,
     proceed successfully through the steps of writing. The students'
     writing should also be shared with others so that there is the
     Motivation is enhanced when some of the writing assignments have a