There are many forms of assessment but writing is the primary basis upon which a child’s work will be judged and Jennings, Caldwell and Lerner (2010) made emphasis that teachers should focus on writing because reading and writing are intertwined and is used to construct meaning (pg. 338). It becomes important for teachers to teach writing because it is a form of expression of self. We learned in earlier chapters that readers construct meaning as they read likewise Jennings, Caldwell and Lerner (2010) informed that writers construct meaning as they create text (pg. 338).
Simply, students will feel better about their writing and produce better work if there is a skilled teacher who has been trained specifically in writing and the teaching of it, in a class whose sole purpose is to educate our youth on how to competently express themselves through writing. Teachers who do not have the time, and in some cases, the expertise, to engage and encourage a student writer many a time, end up with a class full of students who are scared to write or irresolute about the act of writing in general.
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. I plan on teaching and using all three rhetorics in my classroom because I think they’re all necessary for success as a well-rounded writer. Using the current traditional rhetoric model can be tedious and restricting, but it’s a necessary skill to have for the future, particularly when it comes to writing essays. Once students have mastered form, they will discover that they actually do have a lot of freedom in expressing their views within it. The epistemic model can be difficult because one always has to keep audience in mind, but it is also very useful, and shows students that their writing can make a difference.
Writing proves daily to be a tool one can use in their own way to express themselves. Many teachers have their own approaches to teaching writing and not to say that they are not effective I just feel that if some people change their approach some of the problems I myself see can be changed by a change in the approach to teaching and assessing writing. Some issues I see are students not being exposed to different styles of writing, their writing assignments challenge their knowledge and remembrance instead of their analytical and critical thinking skills, and the way teachers assess writing. These problems are pretty I love writing and I have had good and bad experiences with teachers of writing. I believe one issue in the teaching of writing is the student’s exposition of different writing styles.
Aldrich also believes that students do not write enough. Writing is like any other skill, and takes practice to get better. Aldrich thinks teachers are not making students write more because, “they cannot write either, nor do they know how to teach other’s to do so” (184). This all leads to a very toxic cycle where a teacher who can not write teaches a student how to “write”, and that student becomes a teacher and teaches more students how to “write”, ultimately leading
Therefore, these instructors are attempting to teach their students the ethics involved in writing. They hope that this will encourage their students to stop plagiarizing. Consequently, instructors must understand the ways students interpret plagiarism and find ways that correlate to this that will successfully end plagiarism. In Scott Jaschik’s article “Winning Hearts and Minds in War on Plagiarism,” he uses rhetorical choices such as irony, an appeal to authority, and jargon to efficiently persuade his audience of college level English instructors to find the best ways to prevent students from plagiarizing.
Theories and concepts could be introduced regarding critical analysis, but nothing would be set forth as the proper way to view it. All of this however, may be too much for first year composition students to handle. By keeping the number of major works to a minimum and keeping the required responses and writing assignments short but quite frequent, hopefully it would be possible to keep things from getting too overwhelming, and keep this debate from rearing its ugly head. Works Cited Bartholomae, David. “Writing with Teachers: A Conversation with Peter Elbow.” Cross Talk in Comp Theory: A Reader.
I argued that in order to help students we must develop their skills in writing through a process genre approach. “Given that writing is a process and that what we write is heavily influenced by the constraints of genres” Harmer (2004:86). It’s imperative that these elements are included in writing activities. I argued that without the ‘drafting and redrafting’ students are unlikely to improve. Moreover, “Teaching and learning are joint enterprises involving both teacher and student in a partnership” White&Arndt (1991:2).
This difficulty lies not only in generating and organizing ideas but also in translating these ideas into readable texts. English learners are inducted into writing classes via grammar courses preceding paragraph organization. Students find composing in English difficult because the writing process demands that they utilize many cognitive and linguistic strategies of which they are uncertain. Many students complain that they lack ideas and cannot think of anything interesting or significant enough to write. While most EFL teachers are often faced these problems in their writing classes, they cannot find an efficient way to awaken students' imagination and set their minds working.
She also claims professors should not feel powerless when they do know how to help their students understand something. She claim students advance or become paralyzed based on their teachers. Students advance when they have a committed and patient professor who makes them work or they become paralyzed when they have a professor who do not challenge their students. For instance, she believe students who are challenged grow as writers, and students who are not proactive will be underdeveloped writers. She goes on to say t... ... middle of paper ... ... write and interpret text in a way that will be accepted.