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6 Ways You Should Be Scaffolding Student Writing

You’ve probably heard a million times that you should be using differentiated instruction in your classroom. If you’re in a stricter building, it may even be required that you document your differentiation strategies. But how, exactly, are we supposed to differentiate writing instruction for our advanced, gifted, special education, trauma-sensitive, and ELL learners in a single class period!? It seems impossible! At least it does until you consider scaffolding writing instruction. 

Why Use A Scaffolding Technique in Teaching Writing?

I’ve written about scaffolding in the creative writing classroom specifically before. That post is great for an introduction to the idea of scaffolding if that’s a new term for you. But scaffolding is great for all writing instruction–not just creative writing. 

Scaffolding refers to the tools we give students to help them take baby steps towards conquering a bigger task. Before they write that ten-page paper, they’re going to have to know how to write an introduction. 

How can we set our students up for writing success? In this post, I hope to share some tricks and techniques that have helped students in my own classroom. 

Scaffolding Writing for Struggling Students

Scaffolding, which basically involves breaking down large tasks into smaller steps, is helpful for all learners. Yes, even your gifted students will benefit from the same scaffolding techniques that your ELLs are leaning on.

While your struggling learners may be seemingly incapable of tackling that big essay without some scaffolding support, forcing your advanced students to try various scaffolds can help them too. 

When they’re made to slow down and really examine every step, advanced students will be unable to rush through assignments and turn in work that meets the requirements but is below the student’s full ability.

Scaffolding Writing Assignments

Pretty much any writing assignment can be scaffolded for students. Creating scaffolding just means that you’re breaking down a task into smaller components or steps. Scaffolding can be anything that helps the students conceptualize what their final product should look like, put their ideas together, or even help them reflect on their work. 

When I first started teaching, I looked at the curriculum and thought, “We just don’t have time for all of that!” I know better now.

Scaffolding in your writing instruction is necessary. Sometimes in life, we have to slow down, so we can speed up later. Writing instruction is no different.

When we take it slow in the beginning, we’re setting ourselves (and our students) up for faster, better work in the future!

Slow down to speed up. Scaffold for more structural integrity in writing. 

Ok, sounds well and good, right? But how exactly do we do that without sacrificing our entire curriculum? How do we scaffold without spoon-feeding our students the answers?

Scaffolding Strategies with Writing Scaffolds Examples

Scaffolding Tip #1: Tap into Prior Knowledge

One way to make struggling students feel more comfortable doing the work is to show them how much they already know. 

You’re probably already familiar with the variety of ways we teachers help students activate their prior knowledge: K-W-L charts, brainstorming, concept maps, etc. When students can see all that they already know, venturing into new territory seems less scary.

An Example of Activating Prior Knowledge

One of my favorite ways to activate prior knowledge is through anticipation guides. In my free Internment Anticipation Guide , students read through various statements deciding whether they agree or disagree with each.

Then, they discuss these statements with partners and groups, attempting to persuade others to see their side. 

By the time we discuss each statement as a whole class, students are passionately debating. They’re not worrying about what they don’t know–they’re ready to dive deeper into the topics.

Scaffolding Tip #2: Give Students a Framework

Frameworks help all kinds of writers with all kinds of writing. Whether you’re writing a formal essay, a blog post, or even an Instagram post, if you’re doing it successfully, there’s probably a method to how you structure the content. 

If even confident writers use frameworks, then our struggling students definitely need one!

The typical five-paragraph essay is a great example of a writing framework. In general, all five-paragraph essays follow the same framework: one introductory paragraph, three body paragraphs, and a conclusion paragraph. 

There’s even a framework for each of those paragraphs. If we zoom in on the introduction paragraph, for example, we’ll see that it typically starts with a hook, leads with background information, and ends with a thesis. 

Once students understand the framework and how it all works together, all they have to worry about is the content and their writing craft. The overwhelm is gone. The task no longer seems daunting or impossible. 

An Example of a Scaffolding Framework

In my school, we use a C-E-R framework for all of our school’s academic writing–from English to gym class. 

I break down the C-E-R framework in detail in this post , but basically all of our academic writing starts with a claim, which is supported by evidence, which in turn is explained through the students’ reasoning.

Once students learn the framework in freshman year, they understand the expectations. Throughout their four years, they’ll apply that framework to writing for all content areas, for writing of different length requirements, and to writing for different audiences. 

Students no longer have to wonder about the expectations or how to get started. Instead, they can spend those four years working on skills: improving their transitions, citing evidence correctly, correcting their punctuation, etc. 

Teaching a framework is a great example of slowing down to speed up. In freshman year, teachers hammer claim, evidence, and reasoning into the curriculum. That leaves students ready to tackle bigger, more complex writing in years to come. 

It doesn’t have to be a four-year process, though. I review C-E-R over the course of a couple of weeks in my senior class. For students new to our school, it’s the first time they are exposed to it, but with the help of their peers they catch on quickly.

Scaffolding Technique #3: Teaching the Writing Process

This one is probably the best-known version of scaffolding for any English teacher. The writing process is basically a framework for how to write . It consists of six steps: brainstorming, outlining, creating a rough draft, evaluating that work, then sculpting a final draft, before the optional step of publishing. 

You’ve probably implemented the writing process before in regards to an essay, but the writing process is just that–a process. It can be applied to pretty much any writing task. 

Except, I hear you say, we don’t really have time to apply the writing process to every single thing we do in class. 

And we don’t! I wouldn’t have students complete the whole writing process for informal assignments or journal writing, for example. 

An Example of Scaffolding the Writing Process

But we also don’t have to save it just for essay writing. In fact, exposing students to a variety of writing tasks and showing them that this process WORKS for any kind of writing is probably a better use of everyone’s time than hammering away at another five-paragraph essay.

For example, in my Social Justice Mini-Research Project , students create a pamphlet around a social justice issue of their choosing. This assignment is shorter and more creative than a traditional essay. Plus, it involves choice (point for differentiation!) which I always like to include where I can.

In this resource , I’ve broken down the writing process for the teacher and the student.

Students look at work from the historical activist group The White Rose for inspiration, before brainstorming and doing some research around their own social justice cause. 

Then, they use the included graphic organizers (scaffolding in and of itself) to outline the pamphlet they create. 

From there, students can create, edit, and publish in whatever ways work best for the student, class, or teacher (I do include some publishing suggestions in the teacher’s guide). 

The resource breaks down the writing process–choosing a topic, doing research, analyzing a mentor text, outlining, etc.–to help students. Walking students through this process–and teaching the process–is a scaffolding technique that benefits any writing instruction.

Scaffolding Technique #4: Show Examples

Another common scaffolding strategy is to show examples. This sounds overly simple, but students just cannot see enough examples. 

And they shouldn’t just see good examples! Showing students examples of bad or mediocre writing can be just as powerful–so long as you discuss why the examples are subpar.

Perhaps my favorite use of examples is through mentor texts. Mentor texts are expert examples of the type of writing you’d like to teach.

An Example of Using Mentor Texts to Scaffold

My Author Study Project is a deep-dive into this concept. 

Students select an author to study. Then, over the duration of the project, students read and take notes on their chosen author’s style. They analyze the subject matter, the tone, and the imagery style of their mentor author. 

Once they’ve reached an understanding of the author’s style, they try to mimic that style in their own original work!

Of course, using examples doesn’t have to turn into a full-blown author study or project. 

Showing students examples of “ok” essays versus excellent essays can really encourage them to put forth the extra effort. Showing students several examples of how to apply a skill (say, citing evidence) can also be beneficial. 

Using examples throughout your class is not only a great scaffolding technique but a great differentiation one as well. Showing an exemplar paper will encourage struggling students to get help, clarification, or use extra resources. Meanwhile, striving students will be pushed even further. 

When do you show examples?

You should show examples as often as you can. When you assign the assignment, it’s good to have a few examples of what the final product should look like. 

Then, as students have begun to grapple with the writing, it’s nice to have a few examples of techniques. Or even examples of how past students have managed the same struggles. 

Then, at the end of the assignment, right before it’s due, it’s great to bust out some of those stellar examples again. (This might also be a good time to show some examples that did not make the cut.)

Scaffolding Technique #5: Graphic Organizers 

I love me a good graphic organizer! I use them all the time for creative writing projects, but they can be created, used, and applied to pretty much any topic or project.

A graphic organizer is pretty much just what it sounds like: a way to organize ideas and thoughts visually. 

When my students will be working on a writing assignment, I like to create graphic organizers that break down the writing into step-by-step processes . If possible, I’ll include tips or prompting questions on the worksheet as well.

If you’re using any kind of framework, I highly recommend turning it into a graphic organizer for students. Even if it’s just a checklist that students can use to make sure they’re covering the requirements. 

I don’t know why, but even a few empty boxes seem much more accessible to struggling students than a blank notebook page. 

An Example of Using Graphic Organizers Prior to Writing

With my Figurative Language Photo Writing Activity , students practice using figurative language techniques to describe various landscapes.

The resource includes graphic organizers for students to use to brainstorm sensory figurative language that they will be able to use in their final description. 

Scaffolding Technique #6: Encourage Peer Discussion and Feedback

One more scaffolding strategy is maybe one of the most important: encourage students to discuss ideas. 

We can teach our hearts out; we can teach until we have used every level of Bloom’s taxonomy twice. It won’t matter. Students will always learn best from their peers.

Kids learn from kids. Maybe it’s because their peers “speak their language”. Maybe it’s because their peers are less intimidating than educators? But when I’m stuck explaining a concept, having another student show or explain it can often do the trick.

During work time, I love hearing students help one another. While some other teachers would intervene to make sure students learn correctly, I love hearing student explanations of ideas.

This goes, of course, for open, opinion-based discussions as well. I love hearing students’ takes on literature that we read. Often, they’ll question or bounce ideas off of one another, and I even end up learning from them!

An Example of Incorporating Class Discussions

One of my favorite activities of the year is my The Hate U Give Discussion Activity . During the round table discussion, students talk to one another about some really BIG life questions. They are required to use examples and quotes from the book to back up their thoughts, but students really shine during this activity.

Expecting students to show their perspective and respectfully challenge others’ is one of the greatest life lessons you could possibly teach. Students open up each other’s eyes more so than I will ever be able to do.

Slowly Remove Scaffolding

Scaffolding is a great tool for writing, but ultimately it is just that: a tool.

As students begin to master certain skills, it’s ok to take scaffolding away. In fact, you should to build student independence. 

As a freshman, students might need a very structured framework for a five-paragraph essay. They’ll need to almost be told what to include in each and every sentence.

But by senior year, students should be able to choose different outline styles. They might be able to choose how they approach the writing process or structure the final draft. Capable students could even be given the choice about whether or not an essay is the best way for them to show what they know!

Like real-life scaffolding, it should be temporary . A building should not rely on its scaffolding to stand up forever–neither should students.

I hope that you’ve found these scaffolding techniques helpful. Scaffolding is an important tool for differentiation and is a must in any writing curriculum.

There are so many ways to help students craft their writing: showing them a framework or writing process, giving them graphic organizers, or even just showing some great examples.

You can also help their confidence by activating prior knowledge and encourage them to help one another.

Once you start thinking about incorporating different scaffolding techniques into writing instruction, it gets easier. You’ll see opportunities everywhere to help your students craft their next masterpiece!

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Plotting a Plan to Improve Writing: Using Plot Scaffolds

• Resources & Preparation
• Instructional Plan
• Related Resources

To facilitate students' thinking and problem-solving skills, this lesson tasks students with turning a plot scaffold into a written narrative. Students learn kinesthetically by acting out the scaffold "script" while collaborating with others to determine character motivations and dialogue. Students transition from actors to writers by having mental conversations with the characters they have created and letting their characters dictate how the story will evolve. Students are also prompted to insert imagery and use proper grammar in their written narrative.

Featured Resources

Character Trading Cards : This easy-to-use tool allows students to develop characters to use in their narratives.

From Theory to Practice

• Plot scaffolding involves turning a narrative plot into an open-ended play script in which students write their own dialogue and imagery in order to learn style and create a new story.
• Plot scaffolds improve students' narrative writing because, as they complete the scaffold and physically act it out, students learn to write affective dialogue and imagery that drives the story, making the plot more active and engaging to the reader. Students "see" and "feel" what may otherwise be abstract or unfamiliar concepts in print.
• Plot scaffolding provides a temporary linguistic tool to assist students in moving to levels of language performance that they might be unable to obtain without scaffolding. Because it is constructivist, scaffolding is especially useful for English-language learners as it builds from their individual language level.
• Plot scaffolding enables English-language learners to practice reading fluently and aids transition into English. Play is a very powerful tool in second-language learning. Physically acting out a story uses nonverbal communication, and repeating lines in a script allows English-language learners to "rehearse" or practice English in a formative way.
• Creative drama promotes problem solving, characterization, and imagery.
• Drama enables participants to look at reality through fantasy and to see below the surface of actions to their meaning.
• Drama is powerful because its unique balance of thought and feeling makes learning exciting, challenging, relevant to real-life concerns, and enjoyable.
• Children bring to the classroom the universal human ability to play, to behave "as if," and to think spontaneously and learn kinesthetically.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
• 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

Computers with Internet access

• How to Turn Flat Dialogue into an Exciting Story student handout
• Plot Scaffold Rubric
• Tips for Writing a Plot Scaffold

Preparation

Student objectives.

Students will

• Develop a range of writing strategies to engage the reader by creating an organized structure, excluding extraneous information, using sensory images, establishing a plot, creating relevant dialogue, developing complex characters, and providing a sense of closure
• Apply a range of reading strategies by reading fluently, making predictions, recognizing multiple word meanings, identifying motives, and increasing vocabulary
• Participate as knowledgeable, reflective, creative, and critical members of a literacy community by working collaboratively and actively soliciting peer and teacher comments and opinions
• Use spoken, written, and visual language to write and act out a plot scaffold script
• Create dialogue in their first language or transition into English

Session 1: Introduction to the Plot Scaffold

Session 2: acting out the scaffold, sessions 3 and 4: completing the scaffold, sessions 5 and 6: expanding the scaffold into a narrative, sessions 7 and 8: polishing student narratives, student assessment / reflections.

• Observe students’ participation in the initial discussions of the plot scaffold and how they add to their ideas as they progress through the lesson. Address any errors or misconceptions about how dialogue should be consistent with the character. Check to see that all seven elements of plot are present.
• Observe students as they act out the scaffold and provide a safe environment where students will want to take risks in exploring ideas. Offer feedback and guidance to those who need encouragement or require assistance in learning group cooperation and tolerance.
• Involve students in helping to create a rubric for final evaluation. (See the Plot Scaffold Rubric as a possible rubric or a guide to making one.) Apply the rubric.
• If the project includes acting out the scaffold as a play, then triangulate the evaluation by assessing student achievement in listening, writing, and reading as well as including elements of nonverbal communication.

This tool provides a fun and useful way to explore a variety of topics such as a character in a book, a person or place from history, or even a physical object. An excellent tool to for summarizing or as a prewriting exercise for original stories.

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Writing Frame | Scaffolded Descriptive Writing | Graphic Organiser

Subject: English

Age range: 11-14

Resource type: Worksheet/Activity

Last updated

11 September 2021

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A single page writing frame or scaffold to guide KS3 or KS4 pupils through writing a five-paragraph descriptive piece of writing. The page features five sections for planning five paragraphs, and there are three columns for each paragraph: what to include, useful sentence starters, and space to plan or make notes for the written content. Matching writing paper included for those who like a theme!

There are prompts for appropriate punctuation at the bottom of the page, and this can be used as a worksheet, handout or poster.

This resource comes in both UK A4 and US letter document sizes.

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Creative Writing Bundle | 20 Resources | Differentiated

This 20-product Creative Writing bundle for KS2, KS3 and KS4 differentiated includes resources for teaching and practising structure, figurative language, creative devices, punctuation and grammar development... and more! Resources are provided with spelling and document sizes appropriate for US and UK classrooms, and many include Google Apps versions.

Bundle of Writing Frames | Scaffolded Notes | Guided Writing | Graphic Organisers

Writing frames for descriptive, exposition, persuasive, narrative and review written pieces. Each resource is a single page writing frame or scaffold to guide pupils through writing a five-paragraph piece, plus matching themed writing paper. The scaffold page features five sections for planning five paragraphs, and there are three columns for each paragraph: what to include, useful sentence starters, and space to plan or make notes for the written content. There are prompts for appropriate punctuation at the bottom of the page, and this can be used as a worksheet, handout or poster. This resource comes in both UK A4 and US letter document sizes.

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Worksheets for Scaffolding Learning

At a glance.

• Interdisciplinary

Instructional Level

• College & CEGEP

Tasks in Workflow

Social plane(s).

• Whole Class

Type of Tasks

• Collecting & seeking information
• Solving problems
• Reviewing & assessing peers
• Revising & improving

Technical Details

• Very small (< 20)
• Small (20-49)
• Medium (50-99)
• Large (100-250)
• Very Large (>250)
• Brief segment of class period (< 20 mins)

Worksheets should be used to help guide students through their learning and understanding of a topic. In order to get them to actively engage with the material, and develop critical thinking skills and techniques appropriate to the subject matter or field, they need to practice the thinking process related to that topic or discipline. Worksheets are designed to help scaffold the thinking process and allow students to learn how to think like a professional in the discipline.

Worksheet activities can take on many different forms. The key components are: – A source of information that will give the students the content knowledge they need to work with (e.g. Course readings, in class presentations, research of additional sources) -A document with structured and scaffold prompts that guide students through the thought process for that topic. -A point where the students can consolidate their understanding and verify their responses with a model that demonstrates the correct answer or a strong response.

Worksheet activities can be done in various ways in class, incorporating moments where they work alone, with others in small groups, are as a whole class. The goal is to get the student not just to think about the response but to apply their understanding by writing it out on the worksheet. This will then create an artifact that both the student and the teacher can use to evaluate and verify the student’s understanding of the topic.

Instructional Objectives

• To help students apply their knowledge and understanding of a topic by developing their ability to critically think through a process or subject.

Workflow & Materials

Jen mitchell, a guide to developing worksheets, activity workflow, contributor's notes.

Vanier College, Montreal

• It helps students by taking a step-by-step approach to the topic and helps them practice their own critical analysis and thinking skills. The worksheets help students understand the topic in a more structured way and then help them better apply that knowledge to a new topic or situation.
• Link your worksheets as directly as possible to any assessments they will do in the course. For instance, if you want students to be able to discuss specific examples on the test or their written work, have them do a worksheet that walks through exactly what and how they should explain it for the test. Letting them know beforehand that this is an example that can be used in their assessments also helps. Once students see that it is on their evaluations, they become much more invested in the worksheets.
• Use worksheets often. It will take some time before students learn how best to use the worksheets for their own understanding. Once they have discovered how to use them for note-taking and to help them structure their understanding, they will be much more engaged in doing the worksheets as well as they can.
• Try to align your worksheets with specific documents or sources for the content information. Students will often want a resource to use as they do the worksheet. This doesn’t mean the answers need to come directly from the book. You can incorporate more analytical and even metacognitive questions later in the worksheet, but you need to scaffold up to them.
• Review and revise your worksheets often. When you develop your worksheet you are trying to go through the thinking process involved from one step to the next, or one idea to the next. They will seem obvious to you but they might not be to the students. Watch how they interact with the worksheet in class. Places, where they struggle, will need adjustments. Don’t worry about it at the time, just help the students as best you can, but make a note so you can make changes to the worksheet for future rounds. You will probably go through this process a number of times before you have a final version.
• When doing the consolidation or verification stage you can change up the approach if it just isn’t working for one of your classes. For example, normally you might end the worksheet session with a group discussion going over the answers and sharing exemplary examples. However, if many of the students in your class aren’t writing responses and are just “waiting for the right answers” you can stop doing the class discussions and just consult with individual groups to confirm and verify their work.

Published: 05/07/2022

Copyright: © 2024 Mitchell . This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication on this website is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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