Middle School, Writing Curriculum

Gifted and Talented Writers in the Middle School

Young adolescent writers vary greatly in their facility with both the basic building blocks and the more complex components of narrative, expository, and other forms of writing. Even in exceptional students in this age range, the [Page 578]process and products of writing typically represent a combination of elements characteristic of both novice and more expert writers. The broad goal of curriculum and instruction is to advance each student as far as practicable toward more expert writing.

In considering exceptional writing in young adolescents, it is necessary to distinguish between the advanced use of language, and the sophisticated understanding and application of structural elements and narrative structures in writing. The relatively limited research into the work of exceptional writers in the middle school years suggests that linguistic skills, such as appropriate use of figurative language; use of unusual and mature vocabulary in writing; poetic rhythm; and sophisticated syntax, phrase structure, and/or punctuation, can distinguish work that is identified as exceptional from that considered more typical or “average.” In their levels of mastery in these areas, similar to those described by Jane Piirto in her studies of younger prodigious writers, some students may be significantly advanced compared to age peers. Yet even students who demonstrate advanced use of language and content in writing do not necessarily exhibit corresponding advancement in conceptual understanding and application of components such as complex narrative forms, goals for writing, genre, and an appreciation of the intended audience. In addition, even students with highly advanced language might not have highly developed skills of planning, accessing, and evaluating relevant information, revising, and editing, which are characteristic of more developed writers.

Although students with advanced knowledge and skills in language might show potential for exceptional writing, others with exceptional talent arrive in middle school without prerequisite language skills for more advanced levels of written accomplishment. Still others present with specific learning disabilities, such as dyslexia, that affect the acquisition of some language-related skills (e.g., spelling) but leave intact the capacity to comprehend, manipulate, and generate complex, abstract ideas. As is the case with any curricular area and any group of students, teachers must be simultaneously conscious of both group and individual differences in planning opportunities for talent development.

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