Writing is a cognitively challenging process, requiring the brain to attend to a range of tasks simultaneously and efficiently. Research has shown that by dividing writing into its smaller cognitive requirements and focusing on these in a more explicit way, we can provide more effective, engaging and purposeful writing activities for all learners. The extent to which we break each one down further will vary according to individual student needs.
The Simple View of Writing (Improving Literacy in Key Stage 2 Guidance Report, Education Endowment Foundation) provides a clear (although arguably, over-simplistic) illustration of these cognitive requirements for writing.
Based on ‘The Simple View of Writing’ developed by Beringer et al. (2002)
Foundations in Literacy Instruction