From Idea to Draft: Scaffolded ESL Writing with Writing Sparks and Kiddle

By Nihan Sanic, University of Illinois Urbana-Champaign

DOI: https://www.doi.org/10.69732/CUTV2580

For many language learners, especially those with academic writing anxiety, the most challenging part of writing is not coming up with the right vocabulary words or checking their grammar; it is simply starting the process in the first place. The blank page can be an intimidating experience, requiring instructors to provide support and healthy solutions to avoid common pitfalls students may experience, such as overreliance on generative AI or the buildup of writing-related stress and anxiety over time. This support can look like guiding the students to break down the writing process into manageable steps through process writing and promoting tech tools that lower the barriers to starting the writing process. Two simple tech tools that complement each other are discussed to support the transition of this issue into a manageable writing process: the guided writing application Writing Sparks and the safe research engine Kiddle. This highlight explores how these tools support process writing and foster student engagement, making them practical additions to the classroom.

Writing encompasses much more than the act of jotting words down; it is more of a journey of idea generation, organization, draft creation, and multiple rounds of revision. These stages make the journey longer than expected, especially for young writers, which can make writing rather abstract and overwhelming for many learners. To alleviate some of this burden, process writing (a method that emphasizes teaching writing as a series of steps rather than focusing on the final product) may be employed in language learning courses. The model pays attention to various stages along the journey, such as brainstorming, feedback, and revision, which can help reduce anxiety while also supporting creativity and ownership among learners. This pedagogical approach aligns closely with Flower and Hayes’ (1981) Cognitive Process Theory of Writing, which pins writing as a complex activity involving hierarchically structured processes, each stage scaffolded to inform the others. Instructors often need flexible tools that support the writing process of each unique student and their sense of autonomy, while avoiding overcomplication of the process.

Writing Sparks: Drafting Support

One such tool, Writing Sparks, is a web-based application designed to help guide students through the early stages of writing, such as idea generation and outlining, for better structure and less stress. Students can choose the type of writing they would like to practice, their age group, and the time limit (i.e., how long they can spend on the activity, which determines the pacing of prompts and writing sections) to customize the practice to their needs. This adaptability for level and context allows for tailored process guidance from brainstorming prompts to outline generation, leading to a productive drafting space. Writing Sparks mirrors the logic of process writing by structuring tasks in small, sequential steps, leaving less room for being overwhelmed. The clear, linear flow reassures unsure writers by showing them what comes next, allowing them to focus on generating ideas instead of being focused on all aspects of writing at once. In one classroom activity, students used the tool to explore the concept of process writing before beginning a multi-draft essay assignment. This preparation had a hand in helping them better understand each stage of writing and engage more confidently in the drafting process. As can be inferred, while the tool may be officially designed with younger learners in mind, ESL learners across all ages can benefit from utilizing it to better familiarize themselves with the concept of writing as a process. For instructors teaching a language other than English, Writing Sparks can serve as a valuable starting point for utilizing AI generation tools like ChatGPT or DeepL to create a similar flowchart that follows the underlying process-oriented logic for creating texts in the classroom target language.

Try the ‘Opinion’ genre in Writing Sparks for structured persuasive writing. It is especially useful for practicing argument structure, supporting claims and organizing thoughts clearly. This genre walks students through starting a position, giving reasons, and adding examples step-by-step, making it a great starting point for learners who struggle with persuasive tasks like not giving an opinion, or aiding the opposing side a touch too extensively. 

Kiddle: Safe Search for Early Research

Of course, the idea generation of the writing process often necessitates elaborate research. However, many language learners, especially younger ones, quickly move past this step or avoid it altogether, as they struggle to discern which sources are suitable for their papers and feel overwhelmed by the numerous options. Unlike more popular search engines, Kiddle is designed with these inhibitions in mind and filters out inappropriate or untrustworthy websites. The bilingual engine encourages learner autonomy, especially during early information literacy, making the brainstorming step much less inaccessible and anxiety-inducing. A scaffolded lesson combining Writing Sparks and Kiddle can be ideal to support second language students as they navigate the writing process both in English and Spanish. Learners would begin by tuning the writing sparks app in line with their needs or as instructed by the teacher, and once they receive their prompt, would go to Kiddle to start conducting their research on the matter appropriate for their level. Additionally, providing them with a scaffolded document that helps structure their ideas into a cohesive essay would help students gain autonomy in a guided manner. (The sample outline is also provided through a QR code for printing purposes.) In a typical scenario, I introduce Writing Sparks in class to guide students through brainstorming and outlining. Once they’ve generated their prompt and structured ideas, they use Kiddle either in class (if time allows) or at home for light research, followed by a homework draft based on the structured outline. In the next class session, we revisit the drafts together for peer review or revision.

This approach allows for the tailoring of independent thinking within a structured sequence to meet students’ individual needs for personalized practice.

Together, these tools scaffold writing in an approachable and empowering way, reducing anxiety around the writing process and aiding students in taking ownership of their work. Kiddle and Writing Sparks facilitate writing skills with sound pedagogical backing for fellow instructors and their learners.

References

Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365–387. https://www.researchgate.net/publication/239552089_A_Cognitive_Process_Theory_of_Writing