Chapter 8: Written Expression
*Things I Do Right
Becasue I teach literature and writing, I found this chapter to be of extreme interest, as well. Words are so powerful, especially the written word. How many times have you written a letter in extreme emotion, but never delivered it, only to feel better afterwards regardless? Writing is cathartic, no matter what format it is in. Students make the mistake of thinking that good writers don't need to edit or proofread, or especially revise. This is where they are wrong. Good writers are constantly in one part of the writing process or another, sometimes in order, and sometimes not in order. This chapter says that writing should be highly interactive and highly individualized to be effective, and I have to agree. There is something very personal about one's writing. Time is always an issue when writing in the classroom, but I think it is important to take the time to go through the process anyway. I think there are many things I do right when it comes to writing instruction, such as Vocabulary Squares and flash cards, small written warm-ups every day,
*Oops
One thing that I need work on is finding the time, energy, and ability to conference with my students more regularly about their writing on the spot. When they get immediate feedback, they are more likely to correct their writing issues and improve their work, piece by piece. I would also like to try to model the individual pieces of the writing process a little better to ensure understanding. I am not sure I do this part well enough sometimes, especially for my ESOL or LD students. I need to work harder on planning and organizing to make sure that my students' writing process flows smoothly, without as many hiccups on my part and theirs.
One thing that I need work on is finding the time, energy, and ability to conference with my students more regularly about their writing on the spot. When they get immediate feedback, they are more likely to correct their writing issues and improve their work, piece by piece. I would also like to try to model the individual pieces of the writing process a little better to ensure understanding. I am not sure I do this part well enough sometimes, especially for my ESOL or LD students. I need to work harder on planning and organizing to make sure that my students' writing process flows smoothly, without as many hiccups on my part and theirs.
*Things I Might Use
In the future, as I said, I hope to conference more often with my students about their writing. Also, I like the idea of of showing more great student examples to show how to do things the right way. I would have to gain student permission, but when you praise a piece of student work enough, they usually don't mind sharing as much. I would also like to try letting my students write their rough drafts without any thought to consequence grammatically or with their spelling and style. I think if I gave a little more freedom at this point in the process, my students might enjoy their writing a little more, and I also think it might improve voice in their writing.
In the future, as I said, I hope to conference more often with my students about their writing. Also, I like the idea of of showing more great student examples to show how to do things the right way. I would have to gain student permission, but when you praise a piece of student work enough, they usually don't mind sharing as much. I would also like to try letting my students write their rough drafts without any thought to consequence grammatically or with their spelling and style. I think if I gave a little more freedom at this point in the process, my students might enjoy their writing a little more, and I also think it might improve voice in their writing.
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