Essay about The Demands of Middle School Writing

The survey result Berrett includes shows that students see writing as “basically a performance”. Berrett also introduced an argument from the “Framework for Success in Postsecondary Writing” report, which claims that writing is not a “linear process”. The author states that successful writing requires various processes, habits and experiences, such as “curiosity, flexibility, persistence and metacognition”. Since for most highschoolers, writing is ‘’framed as preparation of tests”, they do not have the opportunity to “develop ideas or raise prose”. The author suggests the students require change in their mindset of writing. However, the only evidence the author provides is from a students’ self-reported survey, instead of actual writing assignments. This rather subjective evidence results in a less convincing argument. Despite this flaw in logic, I personally agree with the author. I find the transformation of writing from high school to university is challenging. The main reason is that my writing experience back then was more about “following directions”. The format and structure of the writing assignment was provided, and all the information I need was spoonfed to me. As a result, there was no researching and developing my own idea, and in the first week of university, when I was asked to write a lab report with my own theory, I brainstormed for hours before eventually generated one. Nevertheless, I hold onto the hope that improvements on creativity in writing can be made as I gradually develop my “curiosity, flexibility, persistence and metacognition”. In general, although I agree with the author’s opinion, I felt his claim lacks

Students are subjected to write an array of essays, but they lack the required tools needed to effectively deliver a great paper. They are struggling to write and teachers are needing to design and conform to their current student’s needs. New methods are created and implemented in order to execute the daunting task of learning how to write a well-developed paper. Practical recommendations are brought forth for teachers to use and good teachers will learn to design instruction and activities based on suitable references. Teachers must set goals and deliver their lesson with specific strategies to meet their objectives. They must learn to improve skills dramatically by observing and modifying the students. Teachers must plan strategies in order to help the struggling students catch up or exceed in their writing skills. They must learn to motivate their students by keeping them engaged throughout the writing process if not they risk losing the student’s ability and focus to do better.

From elementary school to high school, I was taught that my writing had to be structured and follow strict criteria. After I arrived in Mr. Mukherjee’s ENG 102 class, I was given the opportunity to express my creative freedom through words and graphical pictures. It can often be difficult and challenging to improve upon my own writing abilities unless motived with an idea in mind. When looking back on my time at ASU, I thought about the goals that I wanted to address for myself and the course goals that my instructor had set for the class. These goals include ones that I had accomplished to the best of my ability and ones that I need to address as well as improve.

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

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.

I never knew writing had such an abundant amount of alternatives for words that you could tweak, and build your writing even superior. Over the past two quarters of High School I have realized that there is a significant difference between what they expected you to write in Middle School, to High School. The differences aren’t something like “Okay, we expect you to write longer, and always give your information, but with a little something different.” It’s more about making sure your word choice, vocabulary, and especially your grammar for the reason that those produce the most impact in your writing. Middle School was more about teaching you how to start using the proper grammar, and vocabulary in your writing, but they do seem to make us

The ability to diagram a sentence does not make a good writer. There are many students capable of identifying every part of speech who are barely able to produce a piece of prose.” (College Entrance, 2003 p. 16). Grammar and writing are not one in the same, and the previous statement tells me that writing instruction needs improvement in today’s classrooms. I firmly believe time is of most importance when it comes to good writing. It’s crucial that appropriate time is carved out of every day for writing. I think it’s important to make writing cross-curricular; this can be very time consuming, but allowing students to see the value of writing in every subject will be beneficial to their future. During designated writing time, I want to incorporate all five of the developmental stages of the writing process. When a student can pre-write, write, revise, edit and publish their work, they are building a strong foundation of their writing

To many of my school classmates writing came as second nature; to me not so much. It was clear that my weak relationship with writing was going to be an issue if I didn’t get a grip on it. Writing has constructed many obstacles in my life, but with the right words and guidance I continue to overcome the language.

Writing scores vary for many different reasons. The score of a person can increase or decease due to their gender, race, socio economic status, type of school, type of program, and their scores on other academic studies. In this paper, I will analyze each criteria individually as well as its affect or significant in relation to writing.

Do you ever get bored by an article your teacher makes you read? Or do your fingers ever cramp up when your teacher wants you to write a whole book? Some books are very interesting and some are straight up boring. Some things you write is not everything you want to write about. Everyone has their own opinions on what they think about reading and writing but me on the other hand, I think reading and writing it straight up dumb. I had many experiences throughout my middle/ high school that made me dislike reading and writing. In middle school we had to take pssa testing, and then as we got to high school we had to take common assessments, sats and do a senior thesis paper as a one of our final grades. Reading books and writing was not terrible in middle school but when I you got to highschool it changed a lot.

This type of analogy given to students, could assist them in the importance of the writing

The murder of this generation’s creativity has come as slowly and painfully as cancer will kill the human body. Perhaps at first, it will not be much noticed. Small side effects here and there. Creeping, crawling, until now, as it comes to climax. Students have lost their ability to properly express themselves: from dress codes, to art classes, to creative writing. Students can not express any creativity in themselves with stunted music and art programs and literary classes that focus not on the quality or expression of writing, but on structural writing every single day. When students use writing as a way to speak out of what pains they may face in the world and what tragedies they may have gone through, their thoughts are often ignored to look instead at comma splices, capitalization, and stanza types. They have been stripped of the ability to write their pain, and alternatives such as music or drawing have been taken as well despite heavy advice of education professionals. Education expert Thoqan Obeidat, when asked about his opinion of the schooling systems, “...noted that subjects like music and arts are not put into

Chelsea whipped her head around in pure frustration to find Mark, her only classmate which she found irritating, poking her shoulder with a pencil.

Writing conversely, in the early 1900’s was apparent in exams, such as standardized testing, however much research wasn’t conveyed in this content up until the 1980’s, where “the decade” of writing emerged into the education realm (Sear, 2006). In addition, prior to the emerging of the decade of writing, writing was utilize through the Palmer and Zane Bloser Methods which taught children’s manuscript and cursive hand writing. Despite the fact that examination on composing is restricted, the discoveries demonstrate that youthful kids' written work, including name composing, spelling, decoding, and reading comprehension are identified with later reading and education skills (Gerde, Bingham, & Wasik, 2012). Gerde et al. (2012) investigates writing

Adjusting expectations with respect to writing style as it could be the student’s first draft (e.g. they don’t have the luxury of time to add figurative or vivid language, combine sentences—which they would have time to do if the writing wasn’t otherwise impromptu).