Understanding how writing develops from simple marks to polished text helps us see how students gain control over language on paper. The earliest stage is pre-literate, where children produce scribbles and symbols without consistent meaning or letter knowledge. Next is emergent writing, when marks begin to represent words and sounds, and children start making connections between letters and sounds; they may spell high-frequency words and show beginnings of literacy awareness. The following stage is transitional writing, where children start using uppercase and lowercase more consistently, expand their vocabulary, develop more conventional spelling, and begin to explore different writing genres. The most advanced stage is fluent writing, where writing features correct spelling and punctuation, is carefully edited, and reflects a crafted, purposeful approach to communicating ideas. This sequence—pre-literate, emergent, transitional, then fluent—best fits how writing becomes more conventional and skilled over time. Other sequences mix up the order, placing more advanced or earlier stages in the wrong place, which doesn’t align with how students typically develop writing skills.