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WRITING It is not enough for children to learn about literacy structures, language conventions and punctuation by experience reading activities only. Many of the strategies, understandings and knowledge children need for reading are replicated during writing (Simon, 1999, pg.10). (a template for children - control over their pencil) When children begin writing, they can tell more complex stories than they can write. This is because learning to write – to represent language in written symbols – involves learning to use a pencil, to hold it properly and create letters, words and sentences to convey meaning to others. If we start at the beginning of children’s writing we can better understand the reasons for the inventions children make as they learn to write (Hill, 2006, p.279).