Chapter 2-3 of "Because Writing Matters" is your reading assignment. How can we increase writing time in our classes? Do you agree with the premises? Why or why not? Place your earnest reflections, thoughts, and evaluations here.
To increase writing time in our classrooms we can involve writing in all content areas and go through the entire process with the students to better help them understand the steps needed to create writing. Using inquiry-based writing that helps the students find their "niche" in what they enjoy writing about will also make this a lot easier. Increasing the students' stamina in writing over a period of time so that the students don't feel so overwhelmed can help to make the writing time seem like it has flown by rather than dragging on for some students. Using technology is another part of the writing process that creates more time used on writing. I know that my students loathe writing until I mention them being able to go on the computer to type it or revise it. Even the use of the the computer's dictionary function is an excellent way to get my students excited about the process. I agree with the book where it says "the act of drafting becomes much more engaging with technology." (p. 29 Because Writing Matters) This engagement definitely helps my students enjoy writing. I think it is difficult to use writing with students who have had little writing experience. I, as a teacher, feel like I need to start from scratch and develop students with "good writing habits" if there is such a thing. When reading chapter 3 and seeing the study of the 4th grade teacher I was thinking, "My 4th grade students would die if I gave them writing prompts that difficult!" I wonder if I should be challenging my students more or if I still need to work up to that? Food for thought for sure.
After reading the chapters I do agree with many of the stated premises. I now realize I have a lot of work to do to develop writers in my classroom. Maintaining high expectations and involving writing across the curriculum more effectively would definitely benefit my students and myself. Through taking some of the hints from the chapters away and solidifying some of the things I learned in college, but forgot since then, I believe that writing can help students become better readers, as well as help them to strengthen communication skills in other areas.
I truly enjoy reading the book! The results of 30-40- year research demonstrates how the emphasis in writing instruction evolved from the rigid method of teaching isolated skills with the “perfect” final product as a goal (until 1970s) to the current cognitive- communicative approach of inquiry-based teaching writing approach. It combines individual creativity and collaboration, enhanced by digital revolution. It made me think of the arrival of Daniel Pink’s “Conceptual Age” when critical thinking, problem solving, communication, and creativity become much-valued products in the society. The whole new teaching is needed to help students to use their “whole new mind”. John Bean’s “ten strategies” for teaching critical thinking and inquiry can be used with any grade level and applicable throughout curriculum.
The research suggests that teaching grammar does not necessarily result in improving student writing. What does is providing frequent opportunities for writing. More than three days a week, according to Donald Graves, helps students become better writes. I agree that writing throughout content areas can deepen learning and develops higher order thinking skills. Writing “learning logs” and “dialogue journals” helped my Ell students. They had time to process and comprehend the material and to practice using new vocabulary.
Inquiry-based teaching is one of my favorite professional subjects; it was very interesting reading about inquiry -based writing was very interesting. Bean’s “ten strategies” is a great recourse for creating an authentic writing experience for students.
We are writing persuasive speeches on a controversial topic in my junior classes right now, and I liked Bean's suggestion on page 24 to "Think of a controversy and ask students to write a dialogue between characters with different points of view." I might try this after spring break, because I think it would free kids up to think about opposing sides of an argument. So many of them just parrot the opinions of their parents without actually investigating what they authentically feel or think about an issue. This project might take the pressure off and allow them to really consider both sides of an issue.
In Chapter three the authors discuss writing across the curriculum and writing to learn. I know first hand that both the ideas work beautifully. Currently, the science classes in our high school are writing "Caring for the Kenai" essays. Their science teachers require the kids to visit our writing center and have an English teacher go over their paper with them before it is turned in. Since the kids see this assignment as a big deal, they are more motivated to make their writing the best it can be. Dual credit in LA and Science doesn't hurt, either. We have seen more kids in the writing center talking about writing in the last two weeks than we've seen all quarter. I plan on doing more cross-curricular projects in the future.
For my class, increasing my writing time is just a matter of figuring out how I can at the same time meet all my different IEP requirements for each student. As long as my students make progress on quarterly IEP goals and objectives, I am pretty much free to proceed in whatever method works. Certainly increasing writing time in each week, will improve writing skills according to the readings in Chapter 3 and 4 of Because Writing Matters.
I do know for a fact increasing writing time improves writing skills. The more we all write the better writers we become. The same is true for special education students, no matter what the level. Some of my students struggle to just come up with a sentence while others that have been writing with me for 4 or 5 years find it easy now to write about their lives. Some can only come up with one sentence on a topic in their lives but others, if given 15 minutes, can come up with 10 or so rarely connected sentences. Some can write half a page about an event but their spelling, capitals, punctuation and grammar are so off that the writing can’t be read by anyone but the writer. I’m happy they have come up with ideas that tie together.
Some have a very hard time being imaginative or a “liar” as they call me when I write a creative piece with them that is full of exaggeration or imagination. Some refuse to creatively develop a plot that is not true or to dream up something in their writing. Others want to write that way but can’t seem to come up with the ideas necessary to develop the story line.
I would love to get my hands on a program that could help me with story ideas for my students as was discussed in the section of “Organization and Development” listed starting on page 47, “Describe your bedroom . . . .” It got me thinking. I am certain, with better directions like those; I could get my students to write more in not only length but in content. They might be cognitively impaired but they are still blessed with intelligence at their own level and interests that are worth writing.
I am also, enjoying reading this book. I am such a self-centered reader, though, when I read books on teaching strategies. I have to stop thinking about MY OWN classroom in order to fully comprehend and file away the information. Otherwise, I do what I did tonight: read several pages and come away with an idea (or four) for my own classroom, but realize that I am unable to paraphrase or summarize what I've just read. I go straight to processing without solidifying my comprehension... Then I must go back and re-read focusing on the study, the data and the information. Gack. [If I were younger, I'd be diagnosed with some kind of attention-deficit problem, but I have developed coping mechanisms that work with my super Type-A, never-stop personality.] So, on my SECOND read-through in Chapter Three, I was happy to see that the data shows the Writing Process is associated with higher writing proficiency among students. I was also interested to learn that portfolios assist in raising writing skills. Portfolios are SO time-consuming; it's a relief to know that they assist in improving writing for students. I am wading back into the portfolio pool, slowly, and hope to see some benefits for the efforts.
I'm enjoying the book as well. I am especially interested in "writing as product" vs. "writing as process." I always knew I got better writing out of my students when I wanted a journal entry and they didn't have to focus on correctness. They would write and write and write. On the other hand, with a "serious" writing assignment, often they would ask, "Is this good enough?" or "Can I be done?"
I remember in my early years of teaching, I'd meet with parents on conference day, and after looking through samples of their children's work, they'd question the journal entries as to why they weren't "marked for correctness." I didn't know exactly what to say at the time, so it would come out mostly as "Oh, those are just practice," but it's nice to be seeing the research now that supports that kind of writing.
My classroom blog has been amazing in terms of motivating and encouraging my ELL kids' writing. They know they are not graded on conventions, but rather on content and thoughtfulness, so their comments on various lessons in LA and history are good, authentic samples. It also makes it easy to slip some writing in every day, not just for a "big essay"... The kids are getting better, too, at being able to "put their writing out there" as I call it, taking that risk, and giving and receiving constructive comments on one another's writing.
I think I will make that classroom blog a main focus of my virtual tour, since it was created directly out of this class I'm taking with you all.
It looks like I need to start a blog! I’m always on the lookout for ways to get students engaged in writing. Right now I have a classroom Moodle forum set up that allows students to post responses to discussion questions, etc, but their answers don’t always include a lot of deep thought before they post. Mostly, my students’ attitude toward their writing assignments is “let’s just get this over with as quickly as possible so I can go back to doing anything else.” They really don’t see the power of the written word. I think this goes to the section in our reading about how being a good reader and a good writer go hand-in-hand. Many of my students, because they are reluctant readers, have not been exposed to much written language, which in turn makes them reluctant writers.
Nevertheless, it is my job to help them grow and develop their writing skills. I appreciated the section in the reading about inquiry based writing assignments and found the list of possible prompts/assignments particularly useful. I’m already thinking of a writing assignment based on number 7 (have students roll-play unfamiliar points of view). I also have taken some time to reflect on the assertion that the writing process is fluid and flexible and not the same for everyone. I will admit that I am pretty rigid about having my students go through the writing process. I think I need to let go of some of that control. On the one hand, it is helpful because it provides a lot of scaffolding, but once I have taught the basic concepts and techniques behind each step of the process, I probably need to let students do more self-selection in terms of how they go through the process independently.
Since my husband and I are the only secondary teachers, writing across the curriculum involves us both. Just last week, I helped him set up an assignment and rubric for a writing project in Science class. At first, he just asked his students to write the paper. When he received almost all non-proficient papers, he asked me, "Don't they know how to write?" So, our collaboration began, much to the dismay of the students! "Why do we have to write in Science class?" They say the same thing to me when I assign a paper in History class, "But this isn't English class!" After I helped him set up the assignment with clear expectations and a rubric, the students did much better. I told him that I always have the students evaluate themselves on the rubric before turning it in. He was skeptical, "Won't they just give themselves all 5's?" After grading them, he was pleasantly surprised at how many more papers he received, how improved they were, and how closely they scored themselves to what he gave them. I feel good that they are getting more opportunities to write and practice what they are learning in my writing class. My husband learned a lot about structuring a writing assignment, and the students learned that their English and Science teachers are in cahoots!!
At the youth facility where I teach, we try to build a positive relationship between language and our students. When asked about our students, I’ve often said that they don’t have words. Many are from lower income brackets, many suffer ADHD, FASD, and dysfunctional families. A common thread is that most come from backgrounds where there is distrust of and disgust in the educational system. Most don’t see the value in education and college is not even on their radar.
As I stating in a previous posting, we begin the day with a spelling, punctuation, and grammar activity. I try hard to cheerlead the value of proper language usage as a key to success in life. We then read a story with questions at the end. The questions include the full range of objective testing and short essays.
We cover all subjects over the course of a week. Most classes include some form of writing. We’re fortunate to receive ten newspapers every day from the local newspaper. We have a variety of activities that include summarizing articles, finding information, and making six-panel cartoons to describe a story.
Whenever we watch a video, we give the students worksheets in which they record facts. After they’ve watched, they must write a summary, using the facts that they’ve collected. They also make a drawing of one scene that made an impression. It’s a good way Julia, my para, and I to do formative assessments.
The students watch a movie on Friday afternoons while Julia and I plan and straighten up the classroom. The movies are of historical, biographical, or literary significance and are usually tied to what we’ve studied during the week. As they watch, (we don’t allow passive video baby sitting), they students complete one of a number of worksheets that we’ve made up. One of my favorites requires the students to finish by writing a short essay on whether they would or would not recommend the movie to a friend. They must include specific reasons to support their opinion.
As part of their homework, our students keep a daily journal. Typical journaling rules apply: the journal is spontaneous, confidential, and won’t be graded for spelling, punctuation, and grammar. The only journal rule we have is that proper classroom language applies. No profanity (including that oft misused and much abused word “sucks”). In addition to nightly journaling, the students are required to have a book for personal reading. We have a number of reading log worksheets. One of the best asks the students to write a brief entry on one item of literary criticism each evening. For example, on Monday evening, the students will work on character development, on Tuesday, they will work on setting and atmosphere.
The one item that I’ve not been able to resolve is walking students through the complete writing process. Because our students are often released within four days, we can’t really do multi-day writing activities.
Because Writing Matters: After reading the two chapters it validates using the writing process as the vehicle for the teaching of writing and that students need to write at least 3 times a week.
It was reiterated again in chapter 2 about the teaching of grammar in isolation and expecting it to carry over into student writing. I am and have been examining my practice of teaching grammar without the context of writing. I like the idea of mini lessons applied directly to writing which I am trying to do more of. This is an ongoing process and for students I am finding the connections are stronger when I conference with students about how to show rather than tell with their writing.
The quote from Donald Graves was a real stand out for me, "If kids don't write more than three days a week, they're dead, and it's very hard to become a writer." My students do write and they write across the curriculum but three times a week is negligible some weeks; some weeks its more but it is not consistent. The consistency is important.
The need for quality writing assignments also is intergal for students to become better writers. I reflected back on the assignments I have given thus far this year and I would have to say that some definitely did not require them to use higher order thinking skills.
Our school is working on trying to get 90 minutes for Reading, Writing and Math. In chapter 3 it talks about class period length and what I call pigeon holing subjects is not best practice.
On another note I have dropped my idea of the "dot" when doing teacher edits. I just found that when I was conferencing with the student the conversation was not as productive and meaningful. Interestingly my colleague who was using this method stopped for the same reasons.
After reading the two chapters, I found myself highlighting more and more of the "aha" moments. I found that I've been making attempts to get my students to write on their terms, giving them writing prompts that are especially interesting for them. I've really wanted them to get into a habit of coming in on Mondays, Wednesdays and Fridays to grab their journals and respond to the prompt on the board. Unlike what a lot of you have noticed, my students write very little if I give them "free choice" writing prompts. When I make them specific, they are more likely to write what they know. But then again, that might be because I'm utilizing life experiences that they've encountered to be the focal point of their journals.
I've also been trying to have my students integrate what they read in what they're writing. We try to do cross-curricular writing. I just can't seem to get my students to write to communicate with me. They won't even draw. I teach 6-12 special education, so I know there's a lack of confidence in the writing process. I guess I need to work on encouraging any forms of writing as a means of communication.
Two things stand out in the reading. The first is how do Kindergarten teachers do it all? They probably wonder about us secondary, but the synergy as described by Pearson has me in awe. I didn't have a chance today, but this week I plan on meeting with the K-1 teacher and asking how she does it! I might share that excerpt from Pearson as well. With the older, I know I’m teaching them new things – grammar, genre, sentence fluency, and the like – but the actually pencil to paper, formation of letters and accompanying thoughts seems so much more challenging.
I created a blog today. The high school students and I are about to embark on a journey with Fitzgerald and Gatsby. This is the second novel for this year and I'm going to try getting a more authentic response from the students then the standard Q & A with pencil and paper. A big part of the inspiration is from my membership in a professional learning community of language arts teachers – also in the group are two other class members – Jenny Keil and Kathy Hoeschen. We met last week and Jenny shared the blog she’s doing with her students. It just seemed like a great way to try and get them to think and interact – I’m thinking of it as an electronic Socratic Seminar with teacher led questions. I’ll keep you posted on the results!
I agree with Brie, that there were many 'a-ha' moments for me as I read these two chapters of the text. What really connected with me was making sure the students have a real audience to write to. Instead of just writing to the teacher, give the students a real audience. One way I have done this is to do pen-pal letters. My students have pen-pals in Wisconsin. They write most passionately when they are writing to these real people. Another point the text made was students write better when they know someone is going to read it, other than just the teacher. I have also started getting my students using a blog for their journals we write several times per week. Again, they write so much more when they know someone is going to read it.
To make more writing time in the school day, I agree that writing needs to move into ever class. I especially combine my reading and writing times, often just combining them into one big class period. Reading class gives a great base for reflective and analytic writing prompts.
I definitely agree that the way to become a better writer is to write! I teach kindergarten so early in the year a big chunk of my available time for writing includes handwriting as well. My students write for about 15 minutes every day as part of our Daily 5. They work from individual writing folders and their writing is almost exclusively self-chosen. I usually have some type of writing project that we create with each 3-week theme and these writings are separate from the Daily 5 writing. That means that I have to squeeze time for this writing in the afternoon and then it does double duty in content areas such as math, science, or social studies. I think this is really the only way to increase time for writing and, although I don’t teach older students, I think that writing in the content areas would really strengthen students understanding of the content because they aren’t being asked to just regurgitate the correct answer, they are being asked to synthesize what they have learned and present it.
I definitely liked chapter 2 more than chapter 1, only because I think I found more examples of things that teachers are actually doing that I can apply in my classroom tomorrow if I so choose... I think writing time definitely needs to be more increased by integrating more into all subject areas, and increased significantly both in order to improve student understanding of writing as well as student writing achievement.
I thought the examples of the NWP teachers were very motivating, and I as many others have said - I believe the first step is for teachers to BE writers - and to understand deeply the importance of writing in their own life so that they can incorporate it better into their teaching life. Write more, write more! But where do we find the time? We have to make the time. This class has been going on for almost 5 weeks, and I certainly do not make enough time for writing. I have done some personal writing in the Virtual Journal, and modeled my own writing a bit more with my students yet I have barely gotten to the tip of the iceberg...
I have recently begun reading Aimee Buckner's Notebook Know-How, which has prompted me to start a "writer's notebook" if for no other reason than to experiment with the strategies that she proposes using with the students on myself! But recently I have been having my students do more writing in Social Studies, which maybe means that it is all starting to connect? Well, either way, it's a start!
This is a brief summary of what I got from the article "Teaching to the Test."
The concept of balance in the classroom is once again recommended in “Teaching to the Test.” An extremist decision to forego authentic lessons in favor of practicing for standardized tests is not what most teachers naturally choose. But many teachers run out of time. This article shows that it is possible to find the equilibrium between explicit test preparation and genuine learning. In fact, as common sense would tell us, when we teach according to Best Practice, students’ test scores rise. Therefore, the integrity of teachers, and what we know about the growth and development of learning, must prevail over politics. Professionals must remember that assessment is a tool to guide instruction, not an end unto itself. Students must learn to value writing as a valid skill- not just a requirement for graduation.
Students in my classroom write frequently, I was encouraged by the chart which demonstrated the link between writing "long answers" to questions with higher test scores. I think one way to increase writing time is to use writing as reflection for students. In that sense it can be incorporated into almost any learning activity, and not have to stand alone.
I do agree with the premise at the end of chapter 3 about writing as inquiry. I like the idea of using writing to foster critical thinking and agree that it is a vital tool to advance complex learning.
The interview with Donald Graves, the PowerPoint on modeling, and chapters 2 and 3 of Because Writing Matters inspire me help my student produce more writing by showing them an example of how it is done. I think that modeling our own writing, as teachers, in front of the room, is an excellent practice. We should model all of our lessons, and gradually relinquish responsibility to the students. (I do, we do, you do/I watch, you do.) So many authors and theorists proclaim this to be the best way to teach. It's funny that many of us skip it when we teach writing. I think that giving the students an example of how what we want them to do, and how to get it done, will extinguish a lot of the fears in our students. Thinking about modeling, I consider the cooking show. I was obsessed about Julia Child last fall after I read _My Life in France_. I started reading recipes and anecdotes from her cookbooks. It was not until I rented episodes from "The French Chef" and took notes of what she said and did, to accompany her recipes, that I successfully mastered the art of french cooking. (Ha. Haven't quite mastered anything yet, but my "Queen of Sheba" chocolate cake is damn good.) My point- when we see someone going through the process, we understand a lot more than just hearing or reading the directions.
I really like the book, Because Writing Matters, and it changed the way I look at writing instructions. In the end of chapter 2, where it talks about the ELL students, I re-learned the importance of writing in own words, not in fill-in-the-blanks, even from the beginning of learning a new language. It was also helpful to see an example of writing across-curriculum in chapter 3. I am teaching science and math, as well as language arts in immersion language, and the only way I can do it is by incorporating all subject areas as much as possible.
To increase writing time in our classrooms we can involve writing in all content areas and go through the entire process with the students to better help them understand the steps needed to create writing. Using inquiry-based writing that helps the students find their "niche" in what they enjoy writing about will also make this a lot easier. Increasing the students' stamina in writing over a period of time so that the students don't feel so overwhelmed can help to make the writing time seem like it has flown by rather than dragging on for some students. Using technology is another part of the writing process that creates more time used on writing. I know that my students loathe writing until I mention them being able to go on the computer to type it or revise it. Even the use of the the computer's dictionary function is an excellent way to get my students excited about the process. I agree with the book where it says "the act of drafting becomes much more engaging with technology." (p. 29 Because Writing Matters) This engagement definitely helps my students enjoy writing. I think it is difficult to use writing with students who have had little writing experience. I, as a teacher, feel like I need to start from scratch and develop students with "good writing habits" if there is such a thing. When reading chapter 3 and seeing the study of the 4th grade teacher I was thinking, "My 4th grade students would die if I gave them writing prompts that difficult!" I wonder if I should be challenging my students more or if I still need to work up to that? Food for thought for sure.
ReplyDeleteAfter reading the chapters I do agree with many of the stated premises. I now realize I have a lot of work to do to develop writers in my classroom. Maintaining high expectations and involving writing across the curriculum more effectively would definitely benefit my students and myself. Through taking some of the hints from the chapters away and solidifying some of the things I learned in college, but forgot since then, I believe that writing can help students become better readers, as well as help them to strengthen communication skills in other areas.
I truly enjoy reading the book!
ReplyDeleteThe results of 30-40- year research demonstrates how the emphasis in writing instruction evolved from the rigid method of teaching isolated skills with the “perfect” final product as a goal (until 1970s) to the current cognitive- communicative approach of inquiry-based teaching writing approach. It combines individual creativity and collaboration, enhanced by digital revolution.
It made me think of the arrival of Daniel Pink’s “Conceptual Age” when critical thinking, problem solving, communication, and creativity become much-valued products in the society. The whole new teaching is needed to help students to use their “whole new mind”. John Bean’s “ten strategies” for teaching critical thinking and inquiry can be used with any grade level and applicable throughout curriculum.
The research suggests that teaching grammar does not necessarily result in improving student writing. What does is providing frequent opportunities for writing. More than three days a week, according to Donald Graves, helps students become better writes. I agree that writing throughout content areas can deepen learning and develops higher order thinking skills. Writing “learning logs” and “dialogue journals” helped my Ell students. They had time to process and comprehend the material and to practice using new vocabulary.
Inquiry-based teaching is one of my favorite professional subjects; it was very interesting reading about inquiry -based writing was very interesting. Bean’s “ten strategies” is a great recourse for creating an authentic writing experience for students.
We are writing persuasive speeches on a controversial topic in my junior classes right now, and I liked Bean's suggestion on page 24 to "Think of a controversy and ask students to write a dialogue between characters with different points of view." I might try this after spring break, because I think it would free kids up to think about opposing sides of an argument. So many of them just parrot the opinions of their parents without actually investigating what they authentically feel or think about an issue. This project might take the pressure off and allow them to really consider both sides of an issue.
ReplyDeleteIn Chapter three the authors discuss writing across the curriculum and writing to learn. I know first hand that both the ideas work beautifully. Currently, the science classes in our high school are writing "Caring for the Kenai" essays. Their science teachers require the kids to visit our writing center and have an English teacher go over their paper with them before it is turned in. Since the kids see this assignment as a big deal, they are more motivated to make their writing the best it can be. Dual credit in LA and Science doesn't hurt, either. We have seen more kids in the writing center talking about writing in the last two weeks than we've seen all quarter. I plan on doing more cross-curricular projects in the future.
ReplyDeleteFor my class, increasing my writing time is just a matter of figuring out how I can at the same time meet all my different IEP requirements for each student. As long as my students make progress on quarterly IEP goals and objectives, I am pretty much free to proceed in whatever method works. Certainly increasing writing time in each week, will improve writing skills according to the readings in Chapter 3 and 4 of Because Writing Matters.
ReplyDeleteI do know for a fact increasing writing time improves writing skills. The more we all write the better writers we become. The same is true for special education students, no matter what the level. Some of my students struggle to just come up with a sentence while others that have been writing with me for 4 or 5 years find it easy now to write about their lives. Some can only come up with one sentence on a topic in their lives but others, if given 15 minutes, can come up with 10 or so rarely connected sentences. Some can write half a page about an event but their spelling, capitals, punctuation and grammar are so off that the writing can’t be read by anyone but the writer. I’m happy they have come up with ideas that tie together.
Some have a very hard time being imaginative or a “liar” as they call me when I write a creative piece with them that is full of exaggeration or imagination. Some refuse to creatively develop a plot that is not true or to dream up something in their writing. Others want to write that way but can’t seem to come up with the ideas necessary to develop the story line.
I would love to get my hands on a program that could help me with story ideas for my students as was discussed in the section of “Organization and Development” listed starting on page 47, “Describe your bedroom . . . .” It got me thinking. I am certain, with better directions like those; I could get my students to write more in not only length but in content. They might be cognitively impaired but they are still blessed with intelligence at their own level and interests that are worth writing.
I am also, enjoying reading this book. I am such a self-centered reader, though, when I read books on teaching strategies. I have to stop thinking about MY OWN classroom in order to fully comprehend and file away the information. Otherwise, I do what I did tonight: read several pages and come away with an idea (or four) for my own classroom, but realize that I am unable to paraphrase or summarize what I've just read. I go straight to processing without solidifying my comprehension... Then I must go back and re-read focusing on the study, the data and the information. Gack. [If I were younger, I'd be diagnosed with some kind of attention-deficit problem, but I have developed coping mechanisms that work with my super Type-A, never-stop personality.]
ReplyDeleteSo, on my SECOND read-through in Chapter Three, I was happy to see that the data shows the Writing Process is associated with higher writing proficiency among students. I was also interested to learn that portfolios assist in raising writing skills. Portfolios are SO time-consuming; it's a relief to know that they assist in improving writing for students. I am wading back into the portfolio pool, slowly, and hope to see some benefits for the efforts.
I'm enjoying the book as well. I am especially interested in "writing as product" vs. "writing as process." I always knew I got better writing out of my students when I wanted a journal entry and they didn't have to focus on correctness. They would write and write and write. On the other hand, with a "serious" writing assignment, often they would ask, "Is this good enough?" or "Can I be done?"
ReplyDeleteI remember in my early years of teaching, I'd meet with parents on conference day, and after looking through samples of their children's work, they'd question the journal entries as to why they weren't "marked for correctness." I didn't know exactly what to say at the time, so it would come out mostly as "Oh, those are just practice," but it's nice to be seeing the research now that supports that kind of writing.
My classroom blog has been amazing in terms of motivating and encouraging my ELL kids' writing. They know they are not graded on conventions, but rather on content and thoughtfulness, so their comments on various lessons in LA and history are good, authentic samples. It also makes it easy to slip some writing in every day, not just for a "big essay"... The kids are getting better, too, at being able to "put their writing out there" as I call it, taking that risk, and giving and receiving constructive comments on one another's writing.
I think I will make that classroom blog a main focus of my virtual tour, since it was created directly out of this class I'm taking with you all.
It looks like I need to start a blog! I’m always on the lookout for ways to get students engaged in writing. Right now I have a classroom Moodle forum set up that allows students to post responses to discussion questions, etc, but their answers don’t always include a lot of deep thought before they post. Mostly, my students’ attitude toward their writing assignments is “let’s just get this over with as quickly as possible so I can go back to doing anything else.” They really don’t see the power of the written word. I think this goes to the section in our reading about how being a good reader and a good writer go hand-in-hand. Many of my students, because they are reluctant readers, have not been exposed to much written language, which in turn makes them reluctant writers.
ReplyDeleteNevertheless, it is my job to help them grow and develop their writing skills. I appreciated the section in the reading about inquiry based writing assignments and found the list of possible prompts/assignments particularly useful. I’m already thinking of a writing assignment based on number 7 (have students roll-play unfamiliar points of view). I also have taken some time to reflect on the assertion that the writing process is fluid and flexible and not the same for everyone. I will admit that I am pretty rigid about having my students go through the writing process. I think I need to let go of some of that control. On the one hand, it is helpful because it provides a lot of scaffolding, but once I have taught the basic concepts and techniques behind each step of the process, I probably need to let students do more self-selection in terms of how they go through the process independently.
Since my husband and I are the only secondary teachers, writing across the curriculum involves us both. Just last week, I helped him set up an assignment and rubric for a writing project in Science class. At first, he just asked his students to write the paper. When he received almost all non-proficient papers, he asked me, "Don't they know how to write?" So, our collaboration began, much to the dismay of the students! "Why do we have to write in Science class?" They say the same thing to me when I assign a paper in History class, "But this isn't English class!" After I helped him set up the assignment with clear expectations and a rubric, the students did much better. I told him that I always have the students evaluate themselves on the rubric before turning it in. He was skeptical, "Won't they just give themselves all 5's?" After grading them, he was pleasantly surprised at how many more papers he received, how improved they were, and how closely they scored themselves to what he gave them. I feel good that they are getting more opportunities to write and practice what they are learning in my writing class. My husband learned a lot about structuring a writing assignment, and the students learned that their English and Science teachers are in cahoots!!
ReplyDeleteAt the youth facility where I teach, we try to build a positive relationship between language and our students. When asked about our students, I’ve often said that they don’t have words. Many are from lower income brackets, many suffer ADHD, FASD, and dysfunctional families. A common thread is that most come from backgrounds where there is distrust of and disgust in the educational system. Most don’t see the value in education and college is not even on their radar.
ReplyDeleteAs I stating in a previous posting, we begin the day with a spelling, punctuation, and grammar activity. I try hard to cheerlead the value of proper language usage as a key to success in life. We then read a story with questions at the end. The questions include the full range of objective testing and short essays.
We cover all subjects over the course of a week. Most classes include some form of writing. We’re fortunate to receive ten newspapers every day from the local newspaper. We have a variety of activities that include summarizing articles, finding information, and making six-panel cartoons to describe a story.
Whenever we watch a video, we give the students worksheets in which they record facts. After they’ve watched, they must write a summary, using the facts that they’ve collected. They also make a drawing of one scene that made an impression. It’s a good way Julia, my para, and I to do formative assessments.
The students watch a movie on Friday afternoons while Julia and I plan and straighten up the classroom. The movies are of historical, biographical, or literary significance and are usually tied to what we’ve studied during the week. As they watch, (we don’t allow passive video baby sitting), they students complete one of a number of worksheets that we’ve made up. One of my favorites requires the students to finish by writing a short essay on whether they would or would not recommend the movie to a friend. They must include specific reasons to support their opinion.
As part of their homework, our students keep a daily journal. Typical journaling rules apply: the journal is spontaneous, confidential, and won’t be graded for spelling, punctuation, and grammar. The only journal rule we have is that proper classroom language applies. No profanity (including that oft misused and much abused word “sucks”). In addition to nightly journaling, the students are required to have a book for personal reading. We have a number of reading log worksheets. One of the best asks the students to write a brief entry on one item of literary criticism each evening. For example, on Monday evening, the students will work on character development, on Tuesday, they will work on setting and atmosphere.
The one item that I’ve not been able to resolve is walking students through the complete writing process. Because our students are often released within four days, we can’t really do multi-day writing activities.
Because Writing Matters:
ReplyDeleteAfter reading the two chapters it validates using the writing process as the vehicle for the teaching of writing and that students need to write at least 3 times a week.
It was reiterated again in chapter 2 about the teaching of grammar in isolation and expecting it to carry over into student writing. I am and have been examining my practice of teaching grammar without the context of writing. I like the idea of mini lessons applied directly to writing which I am trying to do more of. This is an ongoing process and for students I am finding the connections are stronger when I conference with students about how to show rather than tell with their writing.
The quote from Donald Graves was a real stand out for me, "If kids don't write more than three days a week, they're dead, and it's very hard to become a writer." My students do write and they write across the curriculum but three times a week is negligible some weeks; some weeks its more but it is not consistent. The consistency is important.
The need for quality writing assignments also is intergal for students to become better writers. I reflected back on the assignments I have given thus far this year and I would have to say that some definitely did not require them to use higher order thinking skills.
Our school is working on trying to get 90 minutes for Reading, Writing and Math. In chapter 3 it talks about class period length and what I call pigeon holing subjects is not best practice.
On another note I have dropped my idea of the "dot" when doing teacher edits. I just found that when I was conferencing with the student the conversation was not as productive and meaningful. Interestingly my colleague who was using this method stopped for the same reasons.
After reading the two chapters, I found myself highlighting more and more of the "aha" moments. I found that I've been making attempts to get my students to write on their terms, giving them writing prompts that are especially interesting for them. I've really wanted them to get into a habit of coming in on Mondays, Wednesdays and Fridays to grab their journals and respond to the prompt on the board. Unlike what a lot of you have noticed, my students write very little if I give them "free choice" writing prompts. When I make them specific, they are more likely to write what they know. But then again, that might be because I'm utilizing life experiences that they've encountered to be the focal point of their journals.
ReplyDeleteI've also been trying to have my students integrate what they read in what they're writing. We try to do cross-curricular writing. I just can't seem to get my students to write to communicate with me. They won't even draw. I teach 6-12 special education, so I know there's a lack of confidence in the writing process. I guess I need to work on encouraging any forms of writing as a means of communication.
Two things stand out in the reading. The first is how do Kindergarten teachers do it all? They probably wonder about us secondary, but the synergy as described by Pearson has me in awe. I didn't have a chance today, but this week I plan on meeting with the K-1 teacher and asking how she does it! I might share that excerpt from Pearson as well. With the older, I know I’m teaching them new things – grammar, genre, sentence fluency, and the like – but the actually pencil to paper, formation of letters and accompanying thoughts seems so much more challenging.
ReplyDeleteI created a blog today. The high school students and I are about to embark on a journey with Fitzgerald and Gatsby. This is the second novel for this year and I'm going to try getting a more authentic response from the students then the standard Q & A with pencil and paper. A big part of the inspiration is from my membership in a professional learning community of language arts teachers – also in the group are two other class members – Jenny Keil and Kathy Hoeschen. We met last week and Jenny shared the blog she’s doing with her students. It just seemed like a great way to try and get them to think and interact – I’m thinking of it as an electronic Socratic Seminar with teacher led questions. I’ll keep you posted on the results!
I agree with Brie, that there were many 'a-ha' moments for me as I read these two chapters of the text. What really connected with me was making sure the students have a real audience to write to. Instead of just writing to the teacher, give the students a real audience. One way I have done this is to do pen-pal letters. My students have pen-pals in Wisconsin. They write most passionately when they are writing to these real people. Another point the text made was students write better when they know someone is going to read it, other than just the teacher. I have also started getting my students using a blog for their journals we write several times per week. Again, they write so much more when they know someone is going to read it.
ReplyDeleteTo make more writing time in the school day, I agree that writing needs to move into ever class. I especially combine my reading and writing times, often just combining them into one big class period. Reading class gives a great base for reflective and analytic writing prompts.
I definitely agree that the way to become a better writer is to write! I teach kindergarten so early in the year a big chunk of my available time for writing includes handwriting as well. My students write for about 15 minutes every day as part of our Daily 5. They work from individual writing folders and their writing is almost exclusively self-chosen. I usually have some type of writing project that we create with each 3-week theme and these writings are separate from the Daily 5 writing. That means that I have to squeeze time for this writing in the afternoon and then it does double duty in content areas such as math, science, or social studies. I think this is really the only way to increase time for writing and, although I don’t teach older students, I think that writing in the content areas would really strengthen students understanding of the content because they aren’t being asked to just regurgitate the correct answer, they are being asked to synthesize what they have learned and present it.
ReplyDeleteI definitely liked chapter 2 more than chapter 1, only because I think I found more examples of things that teachers are actually doing that I can apply in my classroom tomorrow if I so choose... I think writing time definitely needs to be more increased by integrating more into all subject areas, and increased significantly both in order to improve student understanding of writing as well as student writing achievement.
ReplyDeleteI thought the examples of the NWP teachers were very motivating, and I as many others have said - I believe the first step is for teachers to BE writers - and to understand deeply the importance of writing in their own life so that they can incorporate it better into their teaching life. Write more, write more! But where do we find the time? We have to make the time. This class has been going on for almost 5 weeks, and I certainly do not make enough time for writing. I have done some personal writing in the Virtual Journal, and modeled my own writing a bit more with my students yet I have barely gotten to the tip of the iceberg...
I have recently begun reading Aimee Buckner's Notebook Know-How, which has prompted me to start a "writer's notebook" if for no other reason than to experiment with the strategies that she proposes using with the students on myself! But recently I have been having my students do more writing in Social Studies, which maybe means that it is all starting to connect? Well, either way, it's a start!
This is a brief summary of what I got from the article "Teaching to the Test."
ReplyDeleteThe concept of balance in the classroom is once again recommended in “Teaching to the Test.” An extremist decision to forego authentic lessons in favor of practicing for standardized tests is not what most teachers naturally choose. But many teachers run out of time. This article shows that it is possible to find the equilibrium between explicit test preparation and genuine learning. In fact, as common sense would tell us, when we teach according to Best Practice, students’ test scores rise. Therefore, the integrity of teachers, and what we know about the growth and development of learning, must prevail over politics. Professionals must remember that assessment is a tool to guide instruction, not an end unto itself. Students must learn to value writing as a valid skill- not just a requirement for graduation.
Students in my classroom write frequently, I was encouraged by the chart which demonstrated the link between writing "long answers" to questions with higher test scores. I think one way to increase writing time is to use writing as reflection for students. In that sense it can be incorporated into almost any learning activity, and not have to stand alone.
ReplyDeleteI do agree with the premise at the end of chapter 3 about writing as inquiry. I like the idea of using writing to foster critical thinking and agree that it is a vital tool to advance complex learning.
The interview with Donald Graves, the PowerPoint on modeling, and chapters 2 and 3 of Because Writing Matters inspire me help my student produce more writing by showing them an example of how it is done. I think that modeling our own writing, as teachers, in front of the room, is an excellent practice. We should model all of our lessons, and gradually relinquish responsibility to the students. (I do, we do, you do/I watch, you do.) So many authors and theorists proclaim this to be the best way to teach. It's funny that many of us skip it when we teach writing. I think that giving the students an example of how what we want them to do, and how to get it done, will extinguish a lot of the fears in our students. Thinking about modeling, I consider the cooking show. I was obsessed about Julia Child last fall after I read _My Life in France_. I started reading recipes and anecdotes from her cookbooks. It was not until I rented episodes from "The French Chef" and took notes of what she said and did, to accompany her recipes, that I successfully mastered the art of french cooking. (Ha. Haven't quite mastered anything yet, but my "Queen of Sheba" chocolate cake is damn good.) My point- when we see someone going through the process, we understand a lot more than just hearing or reading the directions.
ReplyDeleteI really like the book, Because Writing Matters, and it changed the way I look at writing instructions. In the end of chapter 2, where it talks about the ELL students, I re-learned the importance of writing in own words, not in fill-in-the-blanks, even from the beginning of learning a new language. It was also helpful to see an example of writing across-curriculum in chapter 3. I am teaching science and math, as well as language arts in immersion language, and the only way I can do it is by incorporating all subject areas as much as possible.
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