GCU ELM-305 T8 Case Scenario Kaynia Week 8 Assignment

Applying Writing Strategies

Learners wish to express themselves comfortably both in writing and speaking. Unfortunately, some learners develop writing complications that may also affect their reading habits. Kaynia is a smart kid but the fact that she has issues in the writing class troubles her a lot. There are various strategies that can be applied in Kaynia’s case to ensure that she improves in her writing capabilities.  The three writing strategies include use of simpler words, consistence use of key terminologies, and balancing the use of sophisticated and simple language. This essay explores how these selected writing strategies will be useful in improving Kaynia’s writing abilities.

Simplicity can be taught to students to develop their skills in applying the elements of the writing process. STOP and DARE are some common and memorable terminologies for most students. Therefore, using such simple words such as STOP and DARE will entice the students to write more.  However, Kaynia should be introduced gradually to complex terminologies. The educator should stop moving at fast rate since such learners may lose track before becoming frustrated (Guo & Huang, 2020). Kaynia is already troubled due to her struggles in the writing class. As a result, an intervention program should not subject her to more complications. Understanding how to apply simple elements of writing process in her writing will create a vacuum to integrate other complex elements (Dallagi, 2020). Kaynia depends a lot on the educator. Therefore, it is necessary that Kaynia should be awarded the right attention. More attention and guidance are two aspects that will help her to achieve her writing goals. The educator may introduce these simple words and request Kaynia to add others. The student should not be allowed to feel bad about herself when being helped.

Consistence use of key terminologies will enable students to apply writing process’ aspects. A regular utilization of these words will allow the learners to memorize.  Kaynia’s peers may be good in writing persuasive essays because they have mastered some crucial concepts applied in these essays.  Kaynia will have to follow the same approach.  Unfortunately, at the first stages of interacting with these terms it is expected that she will have issues. Luckily, these complications will wither with time provided constituency is constant (Alston & Danielson, 2020). The educator must exercise modesty handling Kaynia because she is hurt. This 6th grade active student is surrounded by her friends who enjoy writing class. The tribulations may increase if Kaynia suspects that her efforts are unproductive. Therefore, an educator should be vigilant while interacting with her as well as incorporating these key terminologies in the learning process. The educator should not be bored with the toughness in the introduction stage of integrating these key terms.  A frustrated instructor will compromise the process. Hence, Kaynia and the educator’s writing goals will not be achieved despite the motive and commitment to help the student.

Kaynia is willing to be like her peers. The active girl wants to improve on her weakness to ensure that her performance are perfect. Therefore, the educator should take her gradually and keenly to ensure that she improves on persuasive essays’ writing. Introducing simpler words and phrases will attract Kaynia but slowly complex words should be injected.  Consistency is critical in the learning process. The students may relapse if these sessions are not taken seriously. Kaynia has a goal to achieve so the teacher should facilitate goal realization.


Alston, C., & Danielson, K. A. (2020). Enacting Thinking: Supporting Teacher Candidates in Modeling Writing Strategies. Literacy Research and Instruction, 1-21. https://doi.org/10.1080/19388071.2020.1822475

Dallagi, M. (2020). Writing Strategies across four disciplines in a Tunisian Context. International Journal of Language and Literary Studies2(3), 119-140. https://doi.org/10.36892/ijlls.v2i3.284

Guo, X., & Huang, L. S. (2020). Are L1 and L2 strategies transferable? An exploration of the L1 and L2 writing strategies of Chinese graduate students. The Language Learning Journal48(6), 715-737. https://doi.org/10.1080/09571736.2018.1435710