Not enough writing!

I was shocked when I read some of the statistics in Kelly Gallagher’s “Teaching Adolescent Writers.” The article presented various issues that many schools around the nation face, the lack of writing in classrooms. Gallagher explains that the problem isn’t only present in English classrooms but in the other core subjects as well. If writing is not occuring in classrooms than critically, analytical, and deep thinking are not taking place. I really felt empowered by Gallagher’s statement, “In an age when expectations have risen so that no child should be left behind, you might conclude that educators have heeded the call for more rigorous writing programs.”

 The article stated that “75 percent of high schools seniors are never give writing assignments in social studies.” I was amazed by this statistic. In my high school we wrote all the time. It may not have been a variety of writing but students wrote. My social studies class was usually more of an indepth writing class. We wrote essays on certain topics and for every exam. I just can’t believe that some students in this country never wrote in a social studies class. How did they pass the NYS regents or that states exam?

 The author and the National Commission on Writing are calling for a revolution. They want to create extended writing times in their classrooms and encourage writing in all subjects. I found truth in Gallagher’s statement, “What good is it if a student can point out the sybloism found in Lord of the Flies if this same student leave my class unable to write well enough for college admission or to secure worthwhile employment?” That is the most important thing to think about when considering how much writing should be going on in classrooms. Teaching the writer important skills is the valuable lesson students need. Students need to be able to function in the world around them and writing is one of the most important ways to do so.

Kaitlyn

Atwell Chapter 7

I enjoy reading Nancie Atwell. Chapter 7 : Responding to Writers and Writing, was extremely interesting. The examples of good and bad writing conferences she writes about remind me of my high school English classes. I think Atwell workshop atmosphere in the classroom is extremely motivating and exciting. Many of the things she mentions not to do are things that my high school teachers did and I hated it. When Atwell wrote, ” Writers want repsonse that gives help without threatening our dignity,” I immediately shook my head and said “yes” aloud. I can vividly remember times I received pieces of work back from my teachers with red writing all over it. I felt discouraged. There were rarely positive comments or motivating suggestions. I often felt as if the teacher wanted me to write my piece how they wanted it to be. I agree and can relate well when Atwell states, “Every adult remembers at least one waking experience comparable to Churt’s nightmare, when an English teacher’s response took the form of an attack.”

Her idea of a workshop classroom is awesome. It opens communcation between her and her students. The workshop allows each student to get just the amount of help they need to write a successful piece without too much influence. The workshop helps students develop as writers, students, and people. Atwell reminds teachers to wait and listen. It is important that each student feels as if you are listening to them. The conferences are more of casual, thought provoking conversations rather than a simple heres what you did, heres what you should have done, now fix it. I like when Atwell says, ” I’ve gone from acting as a mirror, someone who reflects back what I hear in the writing and gives neutral response, to trying to act as a mentor to young writers.”  A mentor is what all teacher should strive to me for their students on top of teaching them.

I thought it was extremely interesting to see that Atwell also formed editing check lists.  I immediately thought back to last semester and Dr. Masselink’s Editing Level Error Sheets. I found the sheets extremely helpful. It was nice to see them being implemented at a secondary level.

Kaitlyn *Got it!*

Gilmore – To Revise or Not to Revise

I am positive we all agree that revision is crucial in classrooms. With that thought in mind, I have a question.  Let’s say we give tons and tons of feedback, suggestions, and ideas to students about their writing, but they refuse to take it.  Sure we can “nudge” them as best we can, but what if they are hellbent on not revising?  This question may seem stupid, but how do we go about grading that paper?  We can’t penalize them for not taking our suggestions, although I am sure we would be disappointed because we saw potential within the paper.

My belief that revision is crucial was further proven correct when I read this quote: “Getting better at something (including writing) increases your desire to do it.”  We need to allow our students breathing room, flexibility, etc when they recieve feedback from us.  They need time to read, think, criticize.  For this exact reason, I hated when my teachers in middle school and high school had dates for “Final drafts.”  I was only allowed to work on my writing at home, whereas had I been able to work on it in class, I could have peer edited, spoke to the teacher, gone to the library where it was quiet so I could think. 

Revision and time is a must. End of story! 

-Kristin

“Writing Like a Good Girl”

After reading this article, I was struck by the accuracy of the author in her assessment that female voices are often silenced because they are encouraged to “get along in school” and “maintain good grades.”  How very sad that we must silence voices in order to obtain good grades.  I understand that students need to be vocal in order to deal with issues they encounter everyday.  My only question and concern when reading this piece is how we deal with potential problems and keep students safe.  Maybe my concerns are the result of yet another school shooting today in which five students died.  I understand that our students will not want to speak out in written form if that speaking out means they will end up like Evie where her “teachers have sent her to the office as a result of her freewrites and poems.  Guidance counselors, administrators, and her teachers have determined that her writing does not predict harmful actions.  Her writing is her action.  Though her public voice is often not heard, at least her private voice is honored.”  Understanding, and agreeing with, a student’s need to find their own voice without censorship, I still have grave concerns about when and when not to react to writing from our students.  I would like to hear from everyone else about how they feel about this, and what solutions you think would be viable. 

Darlene