Analysis Of Mayher's Learning To Write, Writing To Learn

Authors Mayher, Lester and Pradl (1983) in their book titled, Learning to Write, Writing to Learn describe writing as a two goal endeavor. First, the only way one can learn to write is by writing. Second, “writing can be a means for learning.” The authors’ views of both goals of writing are not traditional views. Writing serves as an “engaging transaction through which the learner makes her own connections and builds her own meaning.” The addition of the writing standards for science from the Common Core standards mirrors the goals of Mayhner, Lester and Pradl (1983). Writing within the science curriculum allows students to make meaning and learning their own. Both the Common Core standards for writing in science and Mayher, Lester and

The Common Core standards for writing in science focus on the act of writing as an on-going process. The standards are peppered with phrases such as, “develop claims,” “develop the topic thoroughly,” “strengthen writing as needed by planning, revising, editing, rewriting.” The Common Core standards call for writing to be viewed as a means of learning the discipline. The authors of Learning to Write and Writing to Learn also treat the act of writing as an on-going process composed of percolating, drafting, revising, editing, and publishing; language similar to what is found in the Common Core standards (Mayher, Lester, & Pradl,

Students have said how they will not talk or ask questions in some teachers’ classrooms because the teacher does not respect their talk or questions. In those classrooms, the students sit silently as the teacher does all the talking and the students only listen. These teachers are missing a great teaching tool, talking. A classroom should be filled with appropriate talking by everyone. Another curriculum practice that I use with students I call “Silent Sustained Writing” (SSW). During SSW students are provided a writing prompt and then asked to write in an expository style about the question, situation, or discrepant event presented. The period of time for the writing is usually timed. The writing prompt may be very general or specific in nature. The students’ writings are scored with a writing