Reflection On English Language Writing Instruction

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

learning enough in school due to the lack of organization in the curriculum. He discusses the

Logan Pearsall Smith once said, “Fine writers should split hairs together, and sit side by side, like friendly apes, to pick the fleas from each other’s fur.” All be it an overwhelmingly disgusting image, Smith’s words are true when it comes the art and science of putting pencil to paper. In the classroom, students should be able to be vulnerable, honest, accountable and “real” in their writing so that they may grow to become better writers. It is the responsibility of the teacher to insure a quality learning environment that is conducive to these three factors. Observing the writing process and identifying the experiences within, be them personal, direct or indirect, contribute to how the educator teaches students using best practices.

Students that are not able to keep up with the classroom will be missed and the problem will not be caught early. The point of school is for the children to learn and with every new grade level the skill should increase. For those children that are just being passed to the next level they are not receiving the proper attention needed in order to eventually be able to keep up. “The

not teaching students the things they should know or need to know”, (Porter, 2015.) but perhaps

First, the writing class helps one on tests. From SATs to finals, writing is needed. If one is not strong in writing, they miss a huge part of their tests. Even though the student may know the right answers, if they can’t write well, there is no point. It's like listening to two same age high school students speak against each other. However, they both are speaking about the same topic. Whoevers voice, explanation and stance is better would win more approval. The same thing applies when it comes to tests. The better written, the more likely a teacher

I Strongly Disagree with Anne Hendricks Article because everyone has their way of doing things. Instructors has different ways of helping their students, be it to study or to learn. This is important to me because Anne Hendricks style of teaching is not the only way of helping students succeed. In her essay she came out in a way that she was letting the other instructors in her department know that they are all doing it wrong because the other instructors have a tendency to help students until they become confident in being able to think critically. Therefore she wants everybody to adapt to her style. So my arguments can lead to an understanding that people are different and everyone has a way to learn to think critically. An instructor helping a student who needs more time to learn knows for a fact that when the student grasp what the concept is, he or she can go on and feel comfortable thinking on its own, than letting the student going to figure out what he or she needs to do alone. I will start by using Anne Hendricks statement from one of her subtopics “where does a teacher responsibility end” I will compare our past readings with Anne Hendricks “Teaching with Compassion”.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

Mrs. Graves is a middle school educator who has been teaching in a seventh and eighth grade special education resource program for two years; she provides support in subjects such as English and Mathematics. Additionally, Mrs. Graves is ahead of a “Study Skills” period where she has a window of opportunity to teach students how to better prepare themselves with school work such as: organizing notes, studying for tests, and gaining the main ideas of textbook chapters. However, it seems that each year Mrs. Graves teaches this class period she finds herself unhappy with the outcome of how it is managed. Mrs. Graves says that she wants this time to be used to help her students learn basic study skills that can help them in all their classes. Instead, the class

Goals to accomplish during English Composition are improving weak points as mentioned in Journal 1: grammar, word choice, and vocabulary. Also mentioned, these components are crucial to improving in writing and are used to become a good writer. To improve as a writer is one goal, another is to simply do well in the class, pass, and obtain the credit. Furthermore, as a dual enrollment student, taking this class is more a less a sneak peak of growing up and moving onto college. Part of the college experience is the advancement from high school, with this, there is a change of mind, change of grading, change of atmosphere, et cetera.

For example, Clark explains how at the rate students are going, achieving the “American Dream” they have seen all over television will be next to impossible. For starters, not being able to pass the Basic Skills Test is an indicator of the path that many of the students are headed on, if they do not turn things around. Another approach Clark takes is persuading the teachers to give more of an effort into teaching the students. By forcing the teachers to host after school tutoring sessions, he is able to increase the average Basic Skills Test score as time goes on. A problem Clark is faced with is getting the students to take time out of their day to go to school to learn. As a solution, Clark tells teachers that they will go door by door recruiting students for the tutoring sessions, because the students will not come on their own. Once again, Clark puts fear into the students, but he also pushes the teachers to teach more and finds way to bring students to the tutoring

The objective of education in the United States of America is now a development system of advancement. The one common thread across the educational system is the art of writing. The skill of writing was once recognized as an extension of the English discipline; however, writing is now a mandatory subject and necessary skill set. Writing Across the Curriculum is among the Schools of Educational Pedagogies that aid teachers of all subjects. Educators around the world now recognize the importance of writing, strategy, and articulation of content material. Writing may vary for each subject matter; yet, the grading aspect stays the same. Instructors teaching writing courses may feel overwhelmed by the amount of errors within their student’s work. This synthesis will analyze the assignment design concept, draft/revision stage, alternatives to strict corrections, and the power dynamic of peer review.

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

Conferring is describe as discussing something important in order to make a decision. The writing conference is a one-on-one strategy that takes place between the student and the teacher. Conferring is one of the best opportunity for direct and immediate teaching of the skills that are involved in writing. In addition to these steps you are also teaching your student the writing process and good quality writing. The writing process it the main focuses of the conference. Conferencing lies at the heart of effective writing instruction because writing, unlike any other subjects, do not have a correct answer. (Klein, 2011) An example of writing is like playing a sport because you have to put a variety of skills together to hit the target. (Klein, 2011) As teachers, we are like the coach of the sport we demonstrate the rules of the game and guide our students in strengthening their performance. In addition, we also offers personalized advice to help each child improve by giving them individualized feedback that will improve their learning. (Klein, 2011)

When I was in second grade everyone in my class was taught how to read and write in cursive. It was a new experience, we had all just mastered writing in print and then this was thrown upon us. I remember being confused at first as to why we had to learn this, it was like learning a new language. Slow at first until we started to get the hang of how the letters flow.