Johns Hopkins University outlined concepts on instructional educational coaching (Lacefield, 2014). Instructional educational coaching is a framework for effective mediation in the classroom. It focuses on self-directed learning at the guidance of the teacher (Perna, 2013). In this context, the term “instructional writing coaching” will be used. This is a powerful tool for stimulating a positive writing environment. It can help undergird insecure writers in a diverse learning environment (Carter, 2007; Costa & Garmston, 1985; Holly, 2014).
Moreover, Costa and Robert (2002) reported that under the auspices of instructional educational coaching, teachers become less prescriptive in their attitudes toward students, and students become more
In the 2011 article “Helping Students Meet the Challenges of Academic Writing”, educators Linda Fernsten and Mary Reda offer innovative self-reflective writing exercises that post-secondary instructors can employ to help students improve writer self-image and academic writing. The authors’ rationale for reflective and practical writing strategies were developed from direct classroom experience, and are based on four (4) assumptions. Their claim that self-reflective writing can aid student writers in overcoming conflict (due to dominant culture, upbringing, former writing experiences, gender, and other marginalizing factors) to improve writer self-identity is plausible. However, their argument that cross-curriculum academic writing can be improved through self-directed, self-reflective writing requires further investigation.
Murray is insightful not only to instructors but also to learners. Murray argues that the challenge facing writing is the fact that teachers have treated it as a product rather than a process and the same concept passed on to students. The author holds that the main problem with this view is that students get to receive irrelevant criticisms that are not related to their learning goals. While I tend to agree with the author based on the arguments presented, it is notable that Murray has paid little attention to the idea of education in the contemporary world. In most learning institutions, the outcome of the writing is considered more than the process. As a teacher paying attention to the process of writing but not be consistent with the students, who are mostly driven by
Chris Anson shares his experiences as a graduate student TA many years ago reflecting how his teaching strategies evolved from the “current-traditional paradigm” to an expressive pedagogical theory and practice. The paradigm shift focuses on the process of writing instead of the final product. Donald Murray is an experienced journalist who joined the movement to embrace the process of writing to open up the writer’s creativity and pull from their own knowledge allowing for more freedom and expression. During this process movement there were numerous researchers who studied the various instructional methods and were able to collect data and provide a meta-analysis which is named “Hillocks’ Research
In the article “Best Practices in Teaching Writing”, Charles Whitaker outlines eight points on helping students succeed as writers. The first
In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.
Mya Poe’s article “On Writing Instruction and a short game of Chess” is a unique exercise that appeals to the multiple learning styles and intelligences of students. She challenges herself to appeal to the “self-proclaimed bad writers.”(30) The confidence that students have in their ability to write is lacking. Poe discusses that there is no one way to approach writing. She has developed a way of challenging students to use their strengths and interests to develop their own unique writing process. I was inspired by her perception on the ways of knowing and understanding. That by teaching a student to translate their strengths and process to any subject inspires a metacognitive learning style.
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
University Writing Center (UWC) and Academic Success Center (ASC) are two of the university facilities that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.
Writing Coach – New school year, new attitude, and new repertoire of writing skills that will put you at the head of your class! Writing enrichment and private coaching and tutoring for middle and high school students. I specialize in teaching basic composition, essay, and research writing. Through my coaching you will receive positive encouragement towards reaching your writing goals. You will: learn new writing skills, modify current writing skills, identify and prioritize writing goals, meet deadlines for writing school papers, and learn strategies to overcome challenges encountered in the classroom.
Upon entering Columbia College, writing was one of my weaker areas. It was very important that I gained the necessary knowledge and confidence to become a better writer. I didn’t know how to express myself and felt as though my writing was not my interest. As a result of taking English 101, I have gained a better understanding on how to properly research and build a satisfactory paper. Every paper that was assigned seemed like a struggle to complete. Before entering this class, I did not know the meaning of a thesis or why it was important, however, I obtained this skill quickly. I noticed that every paper has an argument and the thesis helps clarify the rebuttal. Now, I have a new outlook on writing. It’s a way to express my thoughts and allow others to see things through my eyes. There is no doubt that I still have a long way to go, but I know if I continue to write, I will get better. Just as I developed more skills in class, the various papers assigned helped to better structure the writer in me. In addition, the subject areas were not only interesting, but very informative and made it much easier to write about my experiences.
While attending writing class, I learned about the 4 steps in writing, bases for revising, organizing, and connecting specific information, and I also learned about the different types of essays such as descriptive, narrative, process, cause and effect and argumentative essay. I have been a student at Milwaukee Area Technical College for 1 semester, and over the course of my enrollment I have grown and learned more that I knew prior to attending this writing course. Participating in this writing class has taught me so much more than stuff about literature and language, it has taught me another way of expressing myself. I have learned here how to write and express myself, how to think for myself, and how to find the answers to the things that I don 't know. Most importantly I have learned how important technique, outlines and organization are. My goal in this paper is to inform writers about how my writing skills have improved.
A learner’s ability to communicate effectively through writing to his/her target audiences is a major prerequisite for academic success. It is also a major pillar of success in one’s career across all areas of practice. Even though, writing clearly is critical to one’s academic and career success, I have not always loved writing. In fact, for a long time I despised writing. At one point, I had a feeling that my writings skills were bound to remain stagnated throughout my life. However, time has proven that I was wrong. My attitude and outlook towards virtually all genres of writing has changed positively. The various helpful methods I have been exposed to by my English teachers through different grades have helped me
When she says that comp instructors are often criticized for neglecting their role in teaching students how to produce “clear and correct prose” (242), I immediately want to scream. This is my biggest struggle. I feel that the majority of my students' writing falls into what she says “do not read as signs of newly developing critical literacy but simply as riddled with error and confusing sentences” (243). It is what I often describe as “just not that good”. Their thoughts are coherent and they make valid, sometimes even impressive, points, but their writing is a jumbled mess. This, for me, is far more difficult to respond to than someone who cannot organize their ideas or needs to maintain focus. It is frustrating for me and for them when I try to verbalize that their ideas are good but their writing is
This semester I was surprised by how much I actually learned and developed my writing skills. I was given the opportunity to learn the many steps that it is required to become a good writer. Writing requires a lot of work. It consists of various steps; prewriting, drafting, rewriting, proofreading and publishing. . All of these components are extremely important, and necessary, and will need to be follow to improve student’s writing.
During our class sessions in which we were given the opportunity to tutor each other I noticed my class mates perfectly exemplifying the techniques in which we learned. Various praxis of Probing, Interpretive questioning and a few of the techniques listed to aid writing anxiety were very helpful for me to not only experience but to implement.