The purpose of this probe study was to re-analyse a sample of the 1998 NEMP ‘My Place’ Writing Assessment data to examine students’ ability to plan, compose and edit their writing. The study investigated the planning strategies used by year 4 and year 8 students and whether planning was reflected and used in writing. It also considered the use of proofing and editing aspects of spelling, punctuation, grammar and sentence structure in particular.

The study found that a high percentage of students used some form of strategy to plan their writing (94% at year 4 and 98% at year 8). Generally, lists were the most common form of planning used, followed by brainstorming.

The amount of writing increased considerably from year 4 to year 8. Girls wrote marginally more than boys at year 4 but significantly more at year 8. As expected, the high ability group wrote the most but it is worth noting that the low group wrote more than the mid group.

Year 4 (21% of the sample) and the low ability group (18%) were less focused in keeping to the topic. The majority of all writing was factual with both genders recording similar results. The year 8 students all completed the task in the time available.

Spelling was the most common proofing method used by both year groups, genders and ability groups. There was a 10% drop in appropriate punctuation use from year 4 to year 8 and a significant drop for boys from year 4 to year 8 (49% to 26%). Boys ( 52% to 80%) overall proofing from year 4 to year 8 improved markedly more than girls (61% to 71%).The year 4 low ability and year 8 mid ability groups were the most diligent in proofing their work. The low level of proofing, particularly with the high ability groups, is a concern.

This study questioned whether children recognize correct sentence structure. If they do, the results of this study also indicates a lack of proofing for sense (reading over their work to see if it ‘sounds right’). The study has highlighted a need for sentence structure to be taught, understood and modelled at all levels.

The use of non-sentences and inappropriate sentence length were significant at both year 4 and year 8, and for girls and boys. Girls showed a better understanding of sentence structure at year 4 but the year 8 results were similar. It is concerning that at year 8, 20% of boys and 18% of girls aren’t using simple sentences in their writing. Twenty-nine percent of boys and 27% of girls at this level also showed a poor understanding of how to write compound sentences. Notably, the mid ability group at year 8 scored a lower rating than the low ability group.

By clarifying the purpose and appropriate style for writing, student engagement in an activity will be heightened. The importance of the planning phase, teaching a variety of planning methods and ensuring adequate background knowledge need to be focused on to support the writing process.

Models, instruction, practice and feedback in using correct formats for writing would lift achievement gains. There is little evidence that students are learning ‘sound’ sentence construction which implies there is a need for it to be modelled, taught and understood at all levels. It would help to build students’ knowledge of writing conventions and formats if a broad range of writing experiences are offered to them and the benefits of shared and guided writing are recognised. The skill set for writing needs to be in place for creativity to occur. The principles of proofreading and editing must to be encouraged and understood. Self-correction during the writing process to ensure meaning should become a matter of routine.

Schools need to further develop teaching practices on such matters as error identification and self-correction, development of a spelling conscience from an early age, elementary punctuation, and engaging in shared writing to provide good modelling, particularly in sentence structure.