Exploring The Power And Purpose Behind Choice Writing

Using a writing workshop in the classroom can be extremely valuable. This strategy can take some time and needs to be flexible throughout. The teacher can spend a few days a week promoting writing through different stations and tasks. Each day in the week exposes the students to the different points in the writing process and allows students to spend more time mastering this skill. I think that this form of strategy can be extremely helpful in the development of the writing skill, and I would certainly use it in my future classroom.

Writing is an essential tool and has been noted as a precursor for great speaking by teachers at all grade levels. However, with writing being an important aspect throughout one’s academic career and beyond, it is one of the most tedious tasks to teach. It sounds like a cliché, but in order to get better at something, one has to keep completing the task and each time, accomplish something different while maintaining prior knowledge. There are various ways that enhance a student’s writing abilities and the focus of these research strategies will prove that encouraging students to write enhances writing.

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.

This project correspond with the Common Core State Standards Technology Skill Scope and Sequence, Demonstrate the ability to use technology for research, critical thinking, decision making, communication, collaboration, creativity and innovation. It also coincides with the Common Core State Standards Technology Skill Scope and Sequence, W6, W10, SL5, SMP 5, RI7 Use a variety of media to present information specific purposes (e.f, reports, research papers, presentations, newsletters, Web sites, podcast, blogs) citing source.

As part of students IEP resource program and RtI services, I provide instruction for the development of written expression, as evidenced by my Professional Growth Experience #2. My methodology for writing instruction has evolved dramatically. Now I see each student as an individual somewhere on the path to independent “author.” I work to meet each student’s learning need at their level. Currently, students work at their own level and I provide individual or small group mini-lessons to support weaker skills. I learned from experience to create quality, high interest prompts that address a real audience to teach “voice.” My format support Common Core’s informative/explanatory writing standard and engages critical thinking and motivation. To

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

Another article by Robin M. Bright takes the stance that children are often taught to fear writing. He states that it happens too often that assignments and enormous online tests that hinge on a writing capability likely not taught in the lower grades causes an inherent hatred for the subject. He goes on to say that this is why many adults regard writing as a chore that is necessary to the workplace, and avoid it at all other costs. This article is about how giving younger children fun and engaging writing prompts eases some of that fear and disdain when writing is reintroduced with greater weight years down the road. In rebuttal to Ms. Coffman’s statements, one can argue that the stats do not truly matter in a case against whether or not traditional writing should be eagerly enforced in Elementary school systems. Her statistics proved that honors and standard level children alike did better in high-technology learning environments, but she also failed to see that not only were these high school level children who were used to using today’s technology to its fullest, but she did not factor in what types of learning the children were even being exposed too, and her research fails to give any insight to how the children were taught at smaller ages, which in this argument is truly

This piece shows a greater development in writing pattern, as well as word choice and synthesis. The differences in my refection and comparison between the children in this project show a level of cognitive development and maturation that is not present at the beginning of my college career. The use of text information in this segment is used in a constructive way, explaining to the reader as if this was the first introduction to the topic they had experienced. Giving the “typical” or expected actions one would find in a child this age as well as keeping it easy to read and

Ever since I was a child, I’ve loved to write. But I’ve never had the opportunity to share my work with my peers. Because of this, I’ve decided to start a literacy journal for creative students in RBHS. They can publish their creative writing and art for the entire student body to see. The journal is online, leaving it available to not only students of RBHS but others all around the world. This gives students the reach to inspire everyone, no matter how far they may be. With this club, I hope to accomplish the work of showing others how important writing and art can be.

Writing is essential to everyone ranging from grade-schoolers to adults. We use what we learn throughout our whole lives, and gradually improve along the way. Now looking back at and going through previous assignments I can surely reflect. These writings include our letters to the class of 2016, personal narratives, informative composition, process analysis composition, and several smaller pieces of writing.

Writing can be an intimidating process for students. Once students complete a draft of writing, they often what to be done with it, and not have to revisit aspects of it. As teachers, we need to find ways to encourage writing, and revising. Responding to Student Writing: What does research tell us claims that teachers must respond to students’ purpose, context, and organization before editing other aspects of writing. This strategy focuses on the content and clarity of the writing, rather than nit-picking details. Content and clarity are typically the main focuses on writing effectively, so we want to help students establish these skills before focusing on anything else. Praising, Questioning, Wishing focuses on having a conversation about

This literacy summary focuses on the article, “Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners” by Cheri Williams and Paola Pilonieta. It was published in 2012 in the journal of Early Childhood Education. The main focus of this article, was to show how it is important to use interactive writing as a scaffolding technique for young English Language Learners. The focus of this article is to express the importance of teaching interactive writing, especially with young English language learners. Interactive writing is a scaffolding technique that is used with young students to help develop their reading comprehension and writing skills in the classroom. The technique of interactive writing, can

Tompkins explains the difference between writing skills and writing strategies, both of which must be taught. Writer’s craft techniques must also be taught. Teaching writing in the classroom can look many different ways. The ways include interactive writing, writing centers, and writers workshop. All of these different ways to teach about writing are very hands on. Children are able to fully and actively participate in the writing stages. This helps children to fully develop their skills.

There have been a number of researchers that have run minilesson writing workshops to determine if this teaching strategy was effective. Conroy, Marchand and Webster (2009) ran a fifteen week minilesson workshop to seek whether a positive impact happened to student’s writing who participated in the workshop. Students chose their own topics for writing. The process incorporated writing revisions, editing, group sharing, teacher conferencing and publishing. Results showed less boredom among students and parents reported their children were writing more at home.

This study was conducted over an 8- week period with 20 first graders in an urban school setting. Students simply wrote on self-selected topics without drawing. During the first week students were limited to writing in a 30 minute time frame. Two weeks later students were timed for 30 minutes again and they were asked to draw and then write. Results showed that when students draw and then write their stories, their writing performance increased. Changes to their writing center occurred during this 8-week period. Hence, their feelings toward writing also increased at the end of this study as measured with a survey and informal observations.