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The importance of teaching writing
The importance of teaching writing
The importance of teaching writing
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Ralph Fletcher’s story in the beginning of the introduction quickly grabbed my attention. Although the story was humorous, I found there to be a lot of truth in it. In the story, the young students realize that their teacher will take anything and make them write about it. It seems to be that the teacher does this so often, that the students are afraid to take joy in the simple things. The students don’t want to assigned another writing prompt. Fletcher then says that teacher need to be sure “not to get too evangelical about teaching writing.” I agree with this statement. It is very important to teach students how to write, but as a teacher we need to know when we should take a break so the students do not get burnt out. Once students get tired …show more content…
First of all, I have to know how to write. It is pretty obvious that I have to know this, because I can’t teach something I don’t know how to do. The second thing I need to know is how to teach. I believe this is critical to have. I have had many teachers in my past that had an immense knowledge of a certain subject, but lacked the skills to be able to teach it. The teachers were intelligent people, but I couldn’t learn from them. The third thing Fletcher says I should know in order to successfully teach my students how to write, is to have a knowledge of my students. This statement correlates with what I have been learning in my EDU classes. Students will have different learning styles. As a teacher, I will need to know how to reach each of my students educationally. Some students may be auditory learners, some may be visual learners, and some may be hands-on learners. Because of this, I will need to be able to mold my lesson plans around what my students will understand. These 3 things: knowledge of writing, teaching, and of the students, all work together. These teaching requirements reminded me of baking a cake. You can’t just have 2 out of the 3 ingredients. If you don’t have all of the ingredients the cake will not turn out right. The same is true with the things Fletcher lists. In order for the students to learn to write, it is imperative that I have all of these …show more content…
When I read this in the book, 1 Corinthians 12 came to my mind. In 1 Corinthians 12, Paul says that everyone is needed for the body of Christ to function. One person isn’t held higher than another. We all work together for the greater good. Fletcher states the same thing, except in terms of writing. Grammar, creativeness, clarity, fluidity, the beginning, the ending, character development, and plot all play equally important parts in writing. As a teacher it will be important to teach my students this concept. Students will need to be able to understand that just having a few of the skills won’t make them a good writer. If my students want to be great writers, they will need to do their best to master all of these
One quote that stood out to me was “I was struggling to express increasingly complex ideas, and I couldn’t get the language straight: words, as in my second sentence on tragedy, piled up like cars in a serial wreck” (2). This reminds me of when my parents would always tell me to keep writing during my younger stages. Sometimes, through my essays I would give up because the words that are in my head wouldn’t spill out. So, I would become stuck and would consistently ask for help. I literally felt like I was stuck behind traffic, and couldn’t get out until an hour later. However, one good point brought up by Bailey was “I believe that school writing and personal writing are completely different, where school writing can be right or wrong but person writing can be anything without any consequence.” I feel like school writing can play a big role in how one may decided to use their words. If there’s a big essay due; there is a high chance that expressing high complexed ideas would be a lot more harder; than through personal writing because the ‘A’ is a lot more important than actually understanding the context. Another quote I agreed with was, “developing writes will grow… if they are able to write for people who are willing to sit with them and help them as they struggle to write about difficult things” (2). This goes along with my
According to Runciman, there are many plausible reasons that students and other people don’t enjoy writing. Evidence, assumptions, and language and tone are the basis for which Runciman makes his argument. Overall, this argument is effective because reliable and well known sources are used in a logical fashion. Also, the assumptions made about the audience are accurate and believable. Runciman used his assumptions wisely when writing his claim and in turn created a compelling, attention capturing argument. The article was written so that students and teachers at any level could understand and easily read it. This argument is interesting, captivating, relevant through its age, and can relate to students and teachers at almost every academic level.
I am more knowledgeable about invention, arrangement, style, and delivery, all in which create a masterful piece of text. A few examples, I have learned to organize and construct my thoughts and ideas clearer. I have been taught to use stronger transitions and focus more on the delivery and content of the body element of essays. Further, the instructions and advice I have received throughout this term have influenced my understanding of the purpose of writing. My outlook on writing has been modified by shifting my perception of writing from, writing to prove I am a good writer by perceiving it as using “fluffy” or BIG words to impress my audience. I grew to understanding that good writing’s purpose is to engage the writer by mind-striking ideas and arguments, which therefore will prove and title me as a “good writer”.
In Donald M. Murrays’s essay “What is Practical Education” he explains his reasoning behind why he allowed his students to write badly. He shares his own experience with police-like teachers who drove him to hate writing. In hopes of helping his students find their voice he allows his students to write the words down as they come, no matter how awkward they sound. Often times they find out that they have more to say then they thought. Rhetorical devices are used to help the readers relate to his point of view on writing.
As a sophomore in college and majoring in education, this article makes me understand why Herrington wants teachers to see, “the correspondence between the act of learning and the act of writing” (1). Students in today’s generation are in a far more advanced state than when I was in high school. A lot happened in two years, students now are taking tests where the questions are half multiple choice and half short essay questions. As a former student in high school, I never had a teacher who expanded my knowledge in a way that involved writing and with this in mind, neither did my English teacher. There never was that one teacher who took it to the next level for us students; somehow they always stayed in their comfort zones.
They must form lessons that should aid students in understanding composition, definitions, transition words, and symbolism. There is no denying the significance these lectures bring; however, for some students, it is not enough to repetitively apply the mentioned rules to discussions they find disinterest in, deciding for themselves unwilling to participate in the conversation teachers beg for students to join. As mentioned, Fish proclaims that to diverge from teaching subject matter any other way that is not specifically academic, deviates too much and distracts from the correct process of intellectual thought. In his The New York Times piece, "What Should Colleges Teach?", Fish states his stance expressing one must "teach the subject matter" alone and not to "adulterate it with substitutes". He continues praising "the virtue of imitation," asking students to "reproduce [great author's] forms with a different content". Already, Fish demands from students derivative mimicry in which they must glean an understanding of another's process. I echo Fish's own question: "How can [one] maintain... that there is only one way to teach writing?" As students, we desire to express ourselves, and to follow the principles Fish speaks of, to "[repeat] over and over again in the same stylized motions", confines us from discovering the beauty and potential writing can bring. Rather, students are taught we must so closely follow fastidious rules and decorative wording, teaching English may as well, as Fish writes, "make students fear that they are walking through a minefield of error," and to use such a method makes students believe to write any other way will cause them to "step on something that will wound them", the odds of students learning anything are diminished (Stanley Fish, "What Should
The process on how to be a great novelist was not proclaimed, though it was distributed within the movie. The messages that she sent across, in the most passive aggressive way, could potentially aid future writers. The writing process is not difficult, it is just tedious because there are steps and if you endure an issue, like writers block, it can be solved by putting your mind at ease. Also, creating an interesting plot, in the outline, with extravagant detail will add to the spices of your work. Therefore, Karen Eiffel explained the writing process to the audience with complete discretion because she discussed writer’s block, plot, and outlines without boldly stating them. Anyone can be an extraordinary writer by facilitating the basic procedures of becoming such. Pick up a pencil and follow the
During the transition from a high school writer to a collegiate writer, my strength at understanding the basic principles of good writing has remained consistent. I grasp the ...
Teaching English Composition, Beth and Julie find a way to convince their students that all of them possess abilities to succeed. Providing explicit guidelines for writing assignments, giving detailed feedback, and understanding students’ perceptions of course material are the main strategies that both professors use in their classes. Beth and Julie encourage students do not give up when faced with challenges. For instance, one of Julie’s students, Collin, says, “When we did the research paper, that scared the hell out of me, she [Julie] encouraged me like nobody has ever encouraged me” (121). Collin considers that Julie gave him the assurance to overcome his fears and succeed even in his further courses. Both professors point out that students have to participate in class activities, be responsible for completing their assignments, and expect to do more than minimal work. Beth considers that students need to be heard and valued. Furthermore, providing constant encouragements makes students feel more comfortable. Julie and Beth show authority in their classroom, but both of them are able to encourage students and reduce the level of anxiety. As a result, students benefit from interactions with their professors and
The purpose of Baker’s essay and its placement in The Prentice Hall Guide for College Writers is to encourage young writers to realize that writing truly is a privilege. It is also placed in the book to show college English students that writing does not have to be a grim task and that thinking of it in that manner will only make the student average.
Also, I had no problems with essays during my grade school years. I did not need much time to create an essay, or a journal, or something else for my writing class. The older I become, the more difficult it gets for me to write. Perhaps, I have more problems, needs, or other various things in my life that keep me from being able to focus on writing. Therefore, when I read “The Watcher at the Gates” by Gail Godwin, I saw myself there. In this essay, Godwin illustrates examples of many things that may be obstacles to some people to start writing. Also, she suggests several ways that may help people to overcome such a problem. Although I have different kind of excuses to not start writing, they all have the same meaning, purpose, and consequences as in Godwin’s essay: take me away from writing. There are some of my favorite excuses such as having no ideas to write about, other important things to do, and enough time before the deadline, that give me no good chance to begin writing. Still, I know that I must turn in my assignments on time, and this helps me to put aside these excuses.
Education is constantly being redefined and has many different interpretations. The education system tends to be flawed at certain points but it may only be because each teacher has different methods of teaching their students or they just don’t care about their students futures. Three short essay writers talk about their own experience in the education and the positive and negatives to them. For example, Mary Sherry 's "In Praise of the "F" word” Sherry illustrates how students with a fear of failing would motivate them to try harder in school and make an effort to do well and succeed. Marry Sherry points out that “Before a teacher can expect students to concentrate, he has to get their attention, no matter what distractions may be at hand”(565).
It is, therefore, important that great emphasis be placed on training teachers, since in education teachers are viewed as significant contributors to the quality of students produced. Thus, the input by teachers will have a direct bearing on strategies and materials needed to aid the learner in an educational pursuit, to achieve at the highest possible level. As an adult instructor at the Cyril Potter College of Education where teachers are trained to be professionals, the main goal of the college is to create learning experiences that would, “…help individuals satisfy their needs and achieve their goals,” the ultimate goal being “human fulfilment” as is encouraged in the writings of Knowles (1980) p.27.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
The clarity. Having inspiration from God makes you feel like you are a part of something bigger than itself" (Banks). Writer's block is miserable but knowing how to overcome and get past it is key to successful writing. People don't realize the amount of effort that goes into writing a sermon, but that's not all what pastors do with