Stages and six traits of writing (Entry 6)

 

Entry 7: How to Teach using the Writing Process

“The most difficult and complicated part of the writing process is the beginning.” – A. B. Yehoshua  

In class, we viewed an eight minutes YouTube video on teaching the process step by step.

1.      Pre-writing -Lay foundation/ brainstorm

·         Decide the purpose for writing

·         Decide audience

·         Choose a topic of focus

2.      Drafting - Gather information and put it on paper

·         Use appropriate language

·         Construct sentences into paragraphs

·         Read what was written and evaluate if the meaning of the passage is clear

3.      Revising – Time to make it better

·         Re-read what was written for a second time

·         Rearrange words or sentences

·         Take out, add parts or replace words

·         Read the written piece aloud to check fluency

4.      Proof-reading – Make corrections of mistakes/errors

·         All sentences should be completed

·         Use grammar rules

·         Change words that are misused or misspelled

5.      Final Draft – Share the finished product/piece

·         Someone should double-check the written piece (once allowed)

·         Recopy it correctly and neatly in your best handwriting

 

Philosophy of Teaching Writing

            Students learn how to write well by being exposed to a variety of texts and literature pieces ranging from lower-order to higher-order levels of writing and reading. As well as a wide horizon of interests and information presented in various genres of writing. Tapping into prior knowledge, personal experiences,  and memories, and making connections to current events and real-life situations. Additionally, by verbally expressing their feelings and thoughts through art forms such as drama, dance, drawing, and painting they will better be able to put words to paper. Class/ group discussions as students can listen and learn from each other and gather ideas.

            As a teacher, I can assist or intervene in this process by allowing students to freely express themselves through speech, action, and writing. Allotting special times to write freely on anything that is of interest. I would also give access to reading material from a variety of genres that appeals to different interests, topics, cognitive level, and age group.

            The chief writing goals I have for my students are as follows. Firstly, I want them to be able to express their thoughts and emotions in words/ on paper. I want them to communicate effectively and code-switch between Standard English and Creole. Secondly, I want my students to organize their ideas so that they have some order or structure and flow logically. Thirdly, my students should be able to develop proper sentence structure and sentence fluency. Finally, I want my students to become independent writers and develop an interest in and appreciation for writing.

            Specific actions would be implemented to achieve the goals that were previously mentioned. To begin, I would identify and group my students into the writing stage that they are at and work along with them according to their abilities and capabilities rather than their disabilities and limitations. Then, I will introduce the writer’s workshop to my students and reinforce it in my classroom. Following, I will practice the writing process along with the six plus one trait throughout the term. Finally, assign roles in each of the groups that will develop their interest and appreciation for writing. For example, pretend that the classroom is a news station and each group would have a field reporter, an editor, a publisher, and a news anchor. These roles will be alternated each week so that each member gets a chance to have each of the roles.

            Special needs students are unique and are their own individual. They are not disabled but rather differently-abled persons. My goal is to promote inclusion within the classrooms and so here are a few ways in which I would assist special needs students to become great writers. I would practice using pictures/images, graphic organizers, and any other form of visuals to represent or map out their ideas. I would have one on one time to teach the process of writing and the traits. Furthermore, I would practice informal writing to encourage my students to write. Lastly, I would give short and simple sentences to develop their motor skills and writing skills at their cognitive level and own pace. I would practice the ‘I do, We do, You do’ strategy to gradually move from dependent to independent writers.

            The world is evolving day by day and so are people too. With that being said, the education system is getting on board with this new era, the modern world, known as the 21^st Century. As teachers, we have to continuously adapt and change our classroom environment to accommodate the children of this generation. The following are a few creative ways in which I plan to teach writing in the 21st-century^st century classroom. Introduce and use a variety of genres to increase students’ interest. Encourage informal and ungraded writing to freely express themselves in a safe environment. Also, encourage formal writing to practice and develop writing skills such as the ability to write Standard English, use grammar rules, spell words correctly and grow their vocabulary. In addition, give students authentic writing assignments such as journals and story writing which will be kept in a folder and presented as a portfolio. Implement drama as a teaching strategy in Language Arts so that students can write scripts and dialogues to dramatize a concept in a topic or any area in Language Arts. Drama can be used in the other course subjects to encourage and develop their writing in content areas.