Writing Instruction

Synthesis:

Sweeny
This article focuses mainly on the "new literacies" that have developed for adolescents in the past few years.  These literacies include text messaging, instant messaging, and Facebook, among others.  Many students do not consider these to be literacies at all; reading a writing with their friends via phones or social media is something completely separate to them when compared to the reading and writing that they do in school.  Many teachers are uncomfortable with the development of these new literacies.  Whereas today's students can be considered "natives" in the world of digital media, teachers are often "immigrants."  Teachers sometimes consider their lack of knowledge intimidating and do not know how to effectively incorporate new literacies into their writing instruction.  The good news is that this can be done incrementally.  Some Internet resources for adolescents include videos, music, and Internet workshops.  These workshops are interactive and provide suggestions and feedback to young writers.  Students also have access to writing communities on the Internet, during which they can find author mentors to help them improve upon their writing.  Of course, students will still need to revise their writing, and there are many resources online for them to do this.  Messaging, apps, and online forums are additional resources that can be beneficial.  Using some or all of these new literacies in the classroom can help adolescent students become more engaged in the writing process.

Hinchman and Sheridan-Thomas
The unifying theme of this chapter seemed to be that students need to have choices when it comes to writing.  As teachers, we often direct adolescents' writing by choosing a theme or topic for them and then prescribing the method of responding to that theme or topic.  All good writers must think about their thought processes while they are writing and even rewrite entire chunks of their compositions as their thoughts change (not mere editing).  Students need time and opportunities to do this, and teachers need to be more accepting of the thoughts and ideas that students have for their own writing.  Students often have interests outside of school that would be great ideas for composition starters, and they have their own ways of expressing their ideas about such interests (blogs, texting, social networking, etc.).  Teachers should expand their idea of what "literacy" is to allow students to include these literacies in their classroom.  However, teachers should also build on these views of literacy and help improve student writing in certain ways.  These ways might include writers' notebooks or writing for an audience.  Simply sharing their work with others will often motivate young authors to write more.  The important thing is that students have time for writing in class every day, and that teachers meet with students for individual writing conferences.

Jetton and Shanahan
This reading was similar to the previous one in that it talks about giving students choices in their writing.  It refers to students as "decision makers."  They not only choose their topic for writing, but they can choose how to write about that topic (the genre).  A five-paragraph essay might not be as appropriate in some instances as a letter, for example.  Sometimes, adolescent writers must write for a certain purpose, and in these cases, they must learn how to adapt to the requirements given.  Furthermore, adolescents must make choices about the audience for which they are writing.  Some of these audiences will provoke more passionate writings than others.  Finally, when adolescent writers have finished their writing, they must evaluate it.  Supportive evaluations by themselves, peers, or targeted audiences not only improve students' current writing, but encourage them to continue writing in the future because they realize that their writing is meaningful.  They are motivated to write because of the responses they get.

Responses

Text-to-Text
Once again, our readings this week have discussed the importance of giving students choices to engage them in literacy.  In one of our readings from a previous week, the authors talked about how teachers can assign specific books to read sometimes but should also allow time for students to read books of their own choosing.  This especially reminded me of the readings this week because students are often taught to write with a specific end in mind (to pass a state exam, for example).  While teachers do need to teach their students to write to this end, they do not have to write this way all year long.  Perhaps during the first semester, as one of the readings mentioned, students can make more choices about their writing, and then teachers can give more direction and provide more restrictions during the second semester.

Text-to-World
The readings this week constantly reminded me of how much our world has changed over the past few years (even since I have been born).  I didn't get a cell phone until I was sixteen and learning how to drive, and now many five- and six-year-olds already have phones and know how to send text messages.  As technology continues to change across the globe, so will literacy.  As teachers, we must be flexible to these universal changes and learn how technology can even be advantageous in our classrooms as far as reading and writing are concerned.  The resources available to us are vast if only we know how to use them and how to direct our students to use them appropriately!

Text-to-Self
I love writing, but only in certain situations.  I was reminded of this in our readings this week as I thought about the power of choice in writing.  Until very recently, I kept a personal blog, on which I wrote about literally anything that I thought was important or interesting.  My topics varied, but I was always the one choosing them.  I got to direct my own writing, and I loved it.  Writing was an escape for me.  However, I strongly dislike writing papers for class, or writing for other blogs as a ghost writer.  The reason is that I feel constrained to the restrictions placed upon me and don't feel that I have the choices available to me to make my writing powerful.  I'm not fully able to express my thoughts, it seems.  Everyone really needs choices when writing!

Questions

1.  How much choice should I give my elementary school students in writing?  I strongly believe in the value of some choice, but at this age, it seems like they are still in need of lots of direction (especially since I teach special education).  How can I find a balance?

2.  None of the readings this week talked much about interactive writing in class.  It seemed like the focus was more on independent writing with individual writing conferences.  Is interactive writing an important part of the writing process and if so, what resources are available to help me teach it more effectively?