Precision Teaching Video Analysis

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.

Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class.

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

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.

This entails working on the Seven Steps to Writing Success will be taught twice a week and writing tasks will also be included during literacy groups. Sizzling Starts and recounts will be the focus text in term one. Narrative and creative writing will be taught too and in both cases the emphasis will be on creating strong sentences with good structure. The lesson format for sizzling starts and narrative/creative writing will be explicit teaching to the whole class. My role as a teacher will be to identify the student’s level and provide appropriate feedback to support to move students toward the next level.

Instead of focusing on the different types of writing styles they will encounter in college and the workforce, most of the writing instruction students receive in their underclassman English courses at Carrizo Springs High School is primarily focused on preparation for the English Language Arts Texas Assessment of Knowledge and Skills Written Composition test, which has standards that are different than the outcomes they will be expected to accomplish in their dual credit English class and future college writing courses. Therefore, there must be a method implemented at Carrizo Springs High School and Southwest Texas Junior College to help students become more successful in dual credit English before they even step foot in that class. Students must understand that how they perform in that class will have an effect on their

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.

I observed Dr. Jenny Crisp’s English 98 class on January 19, 2016. The class began at 12:15 PM and lasted until 1:20 PM. The room that the class met in was on the third floor of the Liberal Arts building, and the room had individual computers for each of the students to work on. The class was divided into two sections on this day because Dr. Crisp had scheduled an introductory visit to the writing lab, which began at 12:45. Prior to the visit to the writing lab, Dr. Crisp guided the class in a discussion on the topic of revision in regards to the first paper that the class had submitted. The stages of revision were discussed and the students were shown where additional help could be found within the book. Dr. Crisp told the students that the reason that their grades on the essays were significantly lower was because the essays were lacking in detail and had Type One errors. She stated that revision is important and that could help bring up the grades on the essays.

Kelly Gallagher discusses how to promote students’ writing in chapter four of Teaching Adolescent Writers. Gallagher assesses his students’ writing from the beginning to know where his classroom stands: “Each of my thirty-eight freshman students completed a timed writing piece on the second day of school and turned them in without their names on the papers” (73). This allowed Gallagher to assess his classroom as a whole instead of as individuals. He took this writing and sorted into piles he assumed were “heavy readers (defined as those who frequently read for fun),… moderate readers, and… light readers” (73). Gallagher based these predictions on the diction, sentence structure and variety, essay development, craft, and punctuation and editing skills (74). As Gallagher asserts, these predictions are not entirely accurate, but they allowed him to understand that the majority of heavy readers are skilled writers because they have an underlying foundation for their writing in their reading. This does not mean that all good readers are good writers. Gallagher asserts, “Reading alone does not explain why some of my readers write well and others don’t” (75). He goes on to create a formula explaining that reading paired with an “exposure to intensive hands-on writing instruction” lead to students becoming better

In order to provide students with the best education and future possible, writing in schools needs to be focused on more in depth. Everyone needs to have a basic understanding of grammar, spelling, sentence structure, and other writing aspects. This is so they can communicate correctly when they get a job in the future and be confident in their writing and communication skills. If someone is not comfortable speaking and/or writing to communicate with others, they are not going to be willing to go out of their comfort zone when they have to communicate with others. With this being said, teachers and schools need to take larger steps to ensure that their students are receiving the proper writing skills needed to be successful in the near future.

The nature of writing has changed in the past century. While writing still remains a form of visual communication, much of this change has been a result of technological advancements such as, from pen to paper or from a typewriter to a networked computer. The changes and expansion in the ways we are able to write today have brought about changes in writing pedagogy as well. The teaching of writing has been part of formal schooling in the United States for over 200 years (Kean 7). One major pedagogic change in United States’ education has to do with the implementation of the Common Core State Standards. These standards have led to a change in the instruction of writing in schools. This paper, will focus on instructional changes of writing over time and current expectations for writing abilities as whole.

Before beginning to teach the new writing strategies to Kemoni and the rest of the class, I will work with all the learning-disabled students to improve their phonics, spelling, and grammar skills. Because the students are older and have some language and reading comprehension deficits, the class will begin to work on their comprehension skills by incorporating reading pause and reflect techniques. I will assign short reading passages for homework and the students will be required to read, jot down the main idea and supporting ideas, and write a brief summary. Also, I will re-teach some basic phonics lessons which will help students to think when they come to unfamiliar words. Strengthening these skills will help students to become stronger

1. Overview & Purpose: The purpose of this lesson is to introduce students to the five ways of writing. The students were given a writing prompt and a time limit to write and many of them became very anxious because they did not know how to spell, some even began to cry. Although some students in the class are able to sound out words and write them, many of them are not ready to write full words or sentences. This lesson is used to introduce students to other ways of writing, avoid the anxiousness of writing and address the misconception that you can only write if you know how to spell correctly.

Technology is a helpful tool for teaching the writing process, and Marchisan and Alber (2001) concluded that writers can be taught to write using the writing process approach paired with tools of technology, direct instruction, and committed well-trained teachers. Graham, (2008), Graham & and Perin (2007a), and Rogers & and Graham, (2008), agreed that technology makes the process of writing easier and often provides very specific types of support. Word processing provides at least four advantages: (a) revisions are easily made, (b) publishing is professional-looking, (c) typing provides an easier means for children with fine motor skill challenges to produce text, and (d) word-processing programs have software programs, such as spell and stylistic checkers designed to reduce specific types of miscues. Other tools are speech synthesis (i.e., the writer’s spoken words are transcribed to electronic text) and word-prediction programs (i.e., the computer program reduces the key strokes by predicting the writer’s next word). This is helpful for students with difficulties with spelling and the mechanics of writing. In addition, outlining and semantic mapping software can aide with the planning process, and the use of computer networks and the Internet can help to promote communication and collaboration among writers.

Over the course of this past semester, my ability to write has improved tremendously. Prior to undertaking this course, my expertise in writing was not as fine-tuned as it should have been. I had never previously been enrolled in a class specifically tailored to writing-- which was quite clear. Upon reading my past works, it becomes apparent that my writing style consisted of fluff, small words, and inconsistently structured sentences. These problems have, for the most part, been remedied with the coursework I have tackled in College Writing. Rather than long, drawn out papers that take an eternity to reach the primary point, my recent work is much nicer in terms of composition and grammar. I credit these improvements to the three primary