Teaching Implications That Derive From The Recursive Theory

Downs & Wardle’s “Teaching about writing, Righting Misconceptions: (Re) Envisioning “First Year Composition” as “Introduction to Writing Studies” talks about several ways to refer to writing and our response to it. As well as the misconceptions students have towards the proper way of writing and how they have managed to break the “college writing” stereotype and discover their own way of writing.

In Dan Berrett’s article “Students Come to College Thinking They’ve Mastered Writing”, published in the Chronicle of Higher Education on March 21, 2014, the author describes some issues regarding writing that first-year students face. Berrett claims that “the students’ notions about writing” do not meet their instructors’ expectations. I, as a freshman in university, agree with most of the author’s ideas. However, there are flaws in the article, which make it less convincing.

The problem is when professor ask their students to take on writing in this new way without any experience when the professor ask them to deny the situation in the classroom where students have little power and the teacher has the power. This is problems students struggle with writing come from. When students try to have this power that the professor gives them they often just end up imitating their professor rather than coming up with their own ideas. Students need to put themselves into the situation they are writing to for discovery to happen. Another problem with students writing is the they not being put into an academic setting and have to take exams that don’t have writing. Bartholomea blames this on the teachers and the syllabus for writing in the class room. These problems can be fix went we change the academic format and rewrite them. After this the teacher can start teaching their students to think,

Unteaching The Five- Paragraph essay by Marie Foley is a light hearted but argumentive piece focusing on the way most school aged children are taught to write. Foley's main point comes down to the very first words in the essay; “The five-paragraph formula confuses and alienates students and undermines our most basic goals as writing instructors." Foley believes that by teaching children to write in a formulated manner we are not letting them explore and learn through their own writing. We are instead giving them the freedom to discontinue the thought process once they feel that the essay they have produced meets the formula standards they have been kept to, and refuse to part with.

Early on McCarthy states the the point of this study and article is to, “Contribute to our understanding of how students learn to write in school.” (234). McCarthy literally wants to make the point that learning to write should be viewed as a growth process from both a social and individual aspect depending on the situation. (234). McCarthy observed a college student as he took three different courses composition I, poetry, and biology. McCarthy explains that through her examination of the the

Learners can communicate with each other with simple phrases and sentences. They are able to understand longer content, such as stories read with pictures. They can read stories, answer questions, match vocabulary words to definitions, and compose brief stories. Aside from tasks above, Haynes mentions that students can write dialogue journals. Dialogue journals are that students can write any topics they want and proceed at their own level and pace. In short, students can complete some simple tasks on their own or with teachers’ help and are able to express their own ideas by writing a “short

Arguably, there are situations where the tone in the text betrays the author’s insistent perspective concerning writing. For instance, the author argues that a student can pass through the writing process successfully if the teacher chooses to shut up and allow the student to write. In reviewing this particular text, one may argue about the choice of words, however, the tonne also elucidates the author’s viewpoint on the involvement of teachers in the writing process. One of the questions the author has prompted but not answered is how the education system as a whole can be transformed to embrace the concept of writing being a process rather than a product. While the idea is sensible and well thought, its applicability in the education system is a challenge, which the author has not highlighted despite writing being under the umbrella of

In the article “Best Practices in Teaching Writing”, Charles Whitaker outlines eight points on helping students succeed as writers. The first

Evaluation: people tend to show less of their creative abilities when they know an evaluation will take place. EX. Carol knows her teacher is strict so she doesn’t add a lot of glitter to her art project, to avoid a negative evaluation.

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.

Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can appreciate the value of observing children’s early writing for evidence of children’s developing phonological knowledge of written language.

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.

The author Calkins explained about Donald Murray’s process which consists on rehearsal, drafting, revision and editing. According to Calkins, most of the writers follow this cycle. Calkins interviewed many writers and each of them explained that none of them sit and immediately start writing. The stage of rehearsal is a state of readiness out which one writes Calkins explains. As teachers, it is important we write often to pass this habit to our students. Writing can be done in a personal notebook, often called journals. Calkins explains that teaching students to write often in a journal is important because it is a place of rehearsal and these ideas are seeds of great writing. Sadly, many students are not encouraged to write, therefore, they do not have the eye of a writer. An important goal for teachers is to “fill their students with a sense of so much to say and life of full possible stories.” For example, Calkins wrote about a teacher who had a ritual in her class. This ritual consisted of writing in their own personalized notebooks. By doing this, students were encouraged to write whatever they thought was important for

It also challenged the students to write their ideas using other people’s creative ways to identify similarities. Doing that means that the scholars obtain a broad exploration of the writing craft. This idea drives me into assessing Birkerts’ model of argumentation and writing. Birkerts says, “The first step requires at least that the language can reach the reader, and that the word sounds and rhythms come alive ...” (Eposito, par. 2). His statements focus on the writing acting as a tool for offering an appropriate opportunity for the readers to have the best understanding. The writing has to be communication between the writer and the reader. His argument brings forth the conclusion that writing is the most reliable tool to define literacy because reading significantly relies on the writing. This means, for me, in my experience, that when I write, I need to be sure that I am focusing on the reader, or the audience, because what I am writing really is just part of an ongoing conversation, and the reader’s experience depends on what I write. This impacts not only the content of what is written, but also the

I wanted to represent visually where Avon High School is working and then determine, with the cognitive aid of mind mapping, where I could focus my work and the work of our students. I prefer writing as the means to process my thoughts because I don’t know where I will end up in my thinking when I begin working on an assignment. This assignment forced me to think and process what I was reading and learning without the aid of writing and then visually to represent my thoughts. This required more certainty; I had to move to concretes and specifics more quickly than writing requires. The writing process for me is to think and question, read, think, write, ask questions, read, and write more before I begin the editing process, which frequently requires me to begin move through the writing process again. This project was similar, but instead of writing, I jotted down key phrases and ideas, reworking them as I read, thought, and questioned. And just like writing, I had no idea where I would end up with this assignment. Also like writing was my heavy use of the delete key. As I tell me students, all unnecessary words must be replaced by le mot juste. Creating graphical