Therefore I would implement independent writing to get my students instructing them to write about themselves in the area of family, food, culture, or music. At other times I would also allow them to choose their own topics. Jennings, Caldwell and Lerner (2010) referred to this strategy as an effective way to promote writing (pg. 341). Encouraging students to share their work builds self-esteem and give them confidence to want to write more.
Constantly, students are introduced to concepts that are not relevant to any other course material or life experience, the question is then asked, how can one make meaning from writing and instruction? The application of writing dialogue allowed me to utilize the methods taught, therefore, allowing me to make it meaningful to my writing experience and the overall development of my writing ability. Students should always be challenged based on their highest potential, in my instruction of writing, I think that students will learn best if the instruction is relevant and rigorous in order to create meaning and
Professors of English 1101 classes should assign essays for all genres: expository, persuasive, narrative, and descriptive. They should allow their students to pick their essay topic for each genre, though. When students are writing about something they have a passion for, the writing typically comes easier. This would be a great way to engage the students into thinking critically and writing well. Students in 1101 classes should be allowed one rewr... ... middle of paper ... ...cabulary tests, MLA quizzes, punctuation quizzes, and revising and editing given passages should be included in the course to give the student more grades.
Constructive criticism can be hard to find in some student writing, but as an instructor, I will always give students constructive criticism no matter the quality of writing. In our course this semester, the samples got easier to give criticism to as the writing got better. My approach to editing and commenting on student work will vary based on the group of student writing I am reading. This is a part of adjusting as an educator. Students should be able to know grammar well enough to teach it to another as that is a test of proficiency, comprehension, and true understanding.
But being lenient and making exceptions to policies can give a teacher the reputation of being one who can be manipulated or worse yet, “easy.” How do teachers of writing negotiate these obstacles and still manage to convince students to produce quality writing not only in their classes but across the curriculum as well? How do teachers of writing fulfill an obligation to students, and provide them with a basis of knowledge and the writing experience to prepare them for the next semester of writing instruction while still being understanding and compassionate? There is a fine line between expecting students to do their best work and knowing when to allow them some room for the extraordinarily difficult situations in which many of them find themselves. This is one aspect of the job that very few veteran teachers speak of to laypersons. And yet this is a very real problem teachers of writing face every day.
Writing can be a piece of cake or difficult for students. Many students pay attention to certain steps more. I pay more attention to brainstorming ideas, but sometimes in order to be an effective writer I need to focus on everything as a whole. Everyone has their own twist when developing their essay like analyzing the prompt, brainstorming, and proofreading. The first step to my writing process is analyzing the prompt.
My Philosophy on Teaching Writing As someone who has always loved writing, I hope it won’t be too hard for me to relate to students who may not enjoy it. Recalling my own school days, I know there were always some writing assignments that I didn’t find enjoyable or downright disliked, and I hope to minimize these assignments in my own classroom. Sometimes they’re necessary, but a lot of times they’re not. While in my classroom, I want my students to learn to write, but more importantly I want them to like to write. Some may argue that liking writing is not something that can be taught, but I think students can learn to enjoy writing if they are given the right assignments.
On that day, I learned that the aspects of knowing how to do something and knowing how to teach it are different indeed, but when they are intertwined, good things can happen. As a teacher of writing, I realize from my experience already that I need to take a step back and allow my students some room to breathe, some room to think, possibly a model writing and an opportunity to pick up their pencils without any fears or confusion and simply write. They need to believe in their own feelings, their experiences and their own knowledge of the world around them and learn to tap into them. Without this exploration, students will remain stuck sitting with that same blank piece of paper in front of them. As a future teacher of writing, I will explore my writing by working alongside my students.
The program offers two separate classes: English 1101 and English 1102. The first class being English 1101 will teach the applicants how to become a better reader, thinker, and communicator by requiring them to construct their own topic using narrative and descriptive essays. English 1102 will be a more difficult challenge because the professors will assign every peer in the classroom the same topic. This will compel the students to research the assigned topic, and they will use evidence found to support the facts in their upcoming expository and persuasive essays. In the first few classes of English 1101 students will go through a recapitulating stage.
The art of composition can be easily identified as the key focus in English 101. What I have found is that the class revolves around the process and individual steps it takes to compose a well written essay necessary to succeed in the class. Aside from succeeding in English 101, it also teaches students how to excel in their other classes and in their future profession. The initial question I had that was answered by the readings was what exactly is composition? The answer was described in an abundance of ways that made it very simple to understand.