Alabama Writing Scenarios

I learned a few interesting reasons regarding my overall feelings for writing. Up until now, I never examined why I disliked writing. Looking back at my past experiences with writing I now have a better understanding on what was holding me back. Self-confidence certainly played a large factor in my avoidance of writing. After writing the essay on my relationship with writing, I can use what I have learned from that exercise and apply it to my future writing adventures. I need to be more self-confident, and not worry about any judgments. I need to realize that I am able to express my thoughts through writing. This exercise gave me a very good perspective on my avoidance of writing and will help propel me to write more in the future.

The only way to improve students’ speaking and writing skills is to put them into use. Students’ writing, like their speaking, can only benefit from exposure to a wide-range of situations which require specific skills and language. A teacher will want to ensure that she/he is giving students practice in all areas of writing and

Students are subjected to write an array of essays, but they lack the required tools needed to effectively deliver a great paper. They are struggling to write and teachers are needing to design and conform to their current student’s needs. New methods are created and implemented in order to execute the daunting task of learning how to write a well-developed paper. Practical recommendations are brought forth for teachers to use and good teachers will learn to design instruction and activities based on suitable references. Teachers must set goals and deliver their lesson with specific strategies to meet their objectives. They must learn to improve skills dramatically by observing and modifying the students. Teachers must plan strategies in order to help the struggling students catch up or exceed in their writing skills. They must learn to motivate their students by keeping them engaged throughout the writing process if not they risk losing the student’s ability and focus to do better.

Writing is a practice that most of us were taught when we were young. We were taught the basics of grammar, how to form a sentence, conjunction words, how to write paragraphs and more. Although we have learned this skill while growing up and have used the skill every year after entering kindergarten, this does not mean our writing process will ensure the best work. The authors that I chose each encourage their audience to excel in the art of writing in their own way to help with the writing process.

In today’s workforce, jobs are heavily based upon the skills that one has and how well one can perform them in their field of study. A major component skill that lacks in many young people today is writing. Writing plays is an important role in life, one needs it to communicate with other people. If young people are not taught this in their years of schooling and do not learn to master it, consequently they will come out on the bottom with poor writing skills. Which in

During this semester in English 107, I have progressed more as a writer. Before I went to University of Arizona, my writing was rigid. I wrote five-paragraph TOEFL style essay all the time in my high school life. After I attended in English 107, I was not confident about my writing skill. Throughout these three projects we have done, I become more and more confident about my writing skill than before. The Student Learning Outcomes also helped me to grow as a writer a lot. In these goals, I did well on several of them, but I still need to work on the other goals.

The writing center at Union Institute & University exists to help writers here at Union. We work in tandem with faculty to help students improve their craft of writing. Writing center tutors can guide students, helping them become confident, powerful writers. But for us to help them, students must be curious; they have to believe they can improve, and they have to be willing to work toward that end. As instructors, we must ask ourselves what we can do to facilitate these characteristics in students.

The first practice I am going to discuss is creating a classroom community of writers. Writing is often ignored, and when it is brought up in the classroom the students view it as a daunting task. Therefore, it is up to the teacher to change this environment into a positive experience. In the article, Writing in the ESL Classroom:

Moving from problems to solutions requires critical thinking skills. We confront problems in every aspect of our lives. We deal with them at school in the form of math equations, science problems, etc. We also deal with them at work in the form of finding better or new ways in performing certain aspects of our jobs. Lastly we have to deal with personal problems.

Planning and teaching a writing workshop for our SPED groups is not something that my mentor and I do often, due to the fact that for our writing groups we push in with the 4th grade writing teacher at our school. So planning a writing workshop and teaching it to our groups was a little challenging. I ended up observing the writing teacher at our school to see how he conducts a writing workshop in his classroom. After being able to watch his methods and collaborating with him on my thoughts I was able to plan a lesson tailored for our SPED groups so the learning is at their instructional level.

Writer’s Workshop is a framework for teaching writing. In Writer’s Workshop, students write every day for real purposes about things that interest them. A writer’s workshop maintains a certain

Students are not given the chance to write about a topic that they enjoy. For example, I like to write research paper so if am not given the chance to chose, then l do not enjoy writing what am told to write. Researchers have found that teens get greater enjoyment from the writing they do outside of school than the writing they do in school. Half (49%) of teens enjoy the writing they do for themselves compared with just 17% who enjoy the writing they do for school. In total, nearly one third of teens say they enjoy their school writing “not much” (22%) or “not at all” (10%). Teens enjoy personal writing because there is more time to practice and a lot of opportunities. Writing personal or choosing your own topic helps teens to do a wide range of writing activities. Teens who write most often outside of school are happy about it because you get the topic of your choice. In the future, teachers should give students the chance to pick their own topic and that will help increase the enjoyment of

The lack of time that these students spend on writing directly correlates to their lack of writing skills. For example, my coaching teacher spends the most time out of the four third grade teachers on this subject area. Granted, this is only one or two days a week. She begins every writing day with a discussion on what she is looking for in the area that they are writing on, then she gives them forty five minutes to an hour to work on their piece. Other teachers may only spend fifteen minutes a day on writing, but they try and fit it in five days a week. I do not think this time allotted to practice is helping to improve students writing and from what I have learned using Best Practice my thinking is supported.

Since beginning to write papers in English class, I have had countless successes and failures. While many of my English classes have taught me how to improve my writing, I have not learned very much in others. My most recent English class was last year, my sophomore year. My class was particularly undersized; therefore, it gave each student the opportunity to have additional individual attention. Throughout the class I experienced high points, weaknesses, and even difficulties that I never overcame. Overall, my writing skills improved, but only marginally.

Writing and improving penmanship skills is the most difficult task to perform in English language classes. In order to advance, most are expected to perform better with what was originally known as more information is added to the process. It becomes even more challenging as one moves up and teachers have to start teaching their students through social interactions to grab a better concept of being realistic with most of their writing. Knowledge is used for cooperative or perspective assignments to broaden their view on their own writing. Students will later understand writing characteristics composed of their own hand and realize what one may write about. Conversing with others in unison to form construction within their own work will help undeveloped writers create and take criticism to improve their writings. The first step for the youthful is to gain knowledge about the genre, explore the works within the genre, discover writings connected to their own original