What we write and how we write are really dependent on our purpose for writing?

What we write and how we write are really dependent on our purpose for writing.

The purpose for writing serves as a guide as to what you are going to write about and why. It is important to know why you are writing. Before we start writing the first question we should ask ourselves is “Why am I writing?” Your purpose may be to complete an assignment or to get good grades in an assignment. When we think of the purpose for writing we might say that writing is to communicate to a particular audience. I believe that understanding your purpose for writing makes one’s writing more interesting and increases the quality of their writing. But let us face it, do teachers always emphasize on the purpose for writing in the Secondary classroom. From my own experiences as a student I believe that clearly there was a focus on the genres of writing rather than on the purpose. Thus, students knew the elements of an argumentative, expository and narrative essay but the purpose for writing was never really emphasized. My purpose for writing was to meet the demands of the teacher and to get excellent grades. Writing was definitely teacher centered rather than student centered. The teacher always selected the topics for writing and most times students lacked interest in the topic. As teachers we must realize that if we give students the impression that the purpose for writing is to get a grade that will not be enough to motivate them to write. Teachers often wonder why students have such a negative attitude towards writing this may be one of the reasons. In order for teachers to encourage students that their purpose for writing is to communicate to an audience teachers can devise strategies such as publishing students’ best work in a newsletter, online publication or putting their best collection in the library.

Therefore, I agree with the statement that “what we write and how we write are really dependent on our purpose for writing. If students believe that they are writing to be assessed, which is one of the beliefs we have cause them to adopt, then this will be their purpose for writing. Likewise, if students are given opportunities to free write they may enjoy this privilege and this will also reflect in their writing. Thus teachers should use a wide range of writing techniques to make the writing process an enjoyable experience for students’ while emphasizing their purpose for writing.

What are the implications for the teaching of writing?

What are the implications for the teaching of writing?

With the invention of technology the meaning of writing has changed. Writing was defined basically as the activity or skill of marking coherent word or paper. But today writing is more than words put on paper because writing can take various forms such as typing and blogging. This indicates as teachers we must use a range of writing techniques to cater to the interest of students in a rapidly changing world.

Teachers must also understand that you cannot teach students to write only for them to produce specific genres of writing. Students must understand the purpose for writing and what strategies must be used to communicate effectively to audience example language use and tone. Students must also be given opportunities to practice the writing process. Whatever activities chosen should reflect the interest of students.

The teacher must also take into consideration the literacy abilities of her students bearing in mind that there is a connection between reading and writing. It is important that students be given opportunities to write. If students practice writing they will become better writers. Also, the teacher should also find out students opinions on what topics they enjoy writing about and what they dislike. This will make writing more student centered.

Reflection on the NCTE beliefs about the teaching of writing

Reflection on NCTE beliefs about the teaching of writing

At the secondary school level my concept of writing seems to have altered. I always liked expressing myself through writing rather than speaking. I used to enjoy writing my essays at Primary school because then the selected topics were interesting. The teachers’ constant attempt to stick to the Language Arts at the secondary school syllabus stifled our creativity. Students had to write about topics which the teacher considered was at their level which limited the extent to which teachers selected topics that catered to the interest of students. Also, the attempt to get students to become excellent writers in so little time, rather than getting students to enjoy the writing process did students more harm than good. The constant methods of assessing students understanding through writing really cause students to develop a negative attitude towards writing.

Many of the beliefs of the National Council of Teachers of English (NCTE) about the teaching of writing are beliefs I share about writing. I strongly agree with the belief that “everyone has the capacity to write, writing can be taught, and teachers can help students become better writers”. Unlike speaking, which is acquired naturally, writing has to be taught. However, I believe that though writing can be taught some students maybe better writers than others. Therefore, teachers must plan lessons to cater to their needs as well.

Another belief which seems to intrigue me is that “people learn to write by writing”. I think it has been proven that with practice students become proficient writers. However, teachers must be careful how they plan instruction in an attempt to motivate students to practice. One of the strategies my teachers used was to give students a practice essay at least one day in a cycle. However, students hated that day with a passion; some students went as far as skipping class. Thus, teachers should use other form of assessment such as journals, portfolios to allow students to practice writing in other forms, bearing in mind that “writing is a process”. At the secondary level, students were taught that writing is a process but were never given the opportunity to practice the process. The teacher explained the process of writing and expected students to write an essay based on what was just learnt. Emphasis was placed on the final product rather than getting students to develop the skills needed to write a completed essay.

At secondary school I remembered my teachers saying that Literature students are normally the best writers. She never said why though, but now I clearly understand the obvious reason which is; Literature students had plenty of reading to do. Thus, the belief “writing and reading are related” is definitely a statement that I can relate to. This says as teachers we must ensure that students are provided with sufficient reading material in the classroom and given opportunities to write as well. Also, lessons must be planned in such a way that reading and writing is integrated in the classroom. Thus teachers can use reading and writing strategies such as KWL and RAFT.

Based on these beliefs I would plan instruction in order to allow students to enjoy the learning process. I would ensure that students are given a choice in the selection of topics. In addition, in order to help students improve their writing, I would ensure that I use different activities in other to give students sufficient time to practice. Also, I would ensure that students are provided with adequate reading materials.

Introduction

Introduction

Welcome to my ENG 204 blog. I am Amanda Francis a student of the Sir Arthur Lewis community College, Division of Teacher Education and Educational Administration. For this semester we, the English students are enrolled in the course Integrating Literature in the Language classroom. This course I believe aims to provide teachers with a vivid understanding of the concept of writing in the classroom, and emphasizes on the link between reading and writing. In addition, this course takes into consideration the various strategies which can be used to improve students writing, by teaching at different levels and for different purposes.

I hope that you the readers enjoy reading my blog entries and gain a better understanding of teaching writing in the Language Arts classroom. I am looking forward for us to collaborate and share our ideas with each other. George Bernard Shaw (2007) posits “If you have an apple and I have an apple and we exchange these apples then you and I will each have one apple. But if you have an idea and we exchange these ideas, then each of us will have two ideas”. With this I look forward to reading your blogs as well.