Writing And The Teaching Of Writing

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.

Writing varies from a text message to a novel. Writers often have a difficult task in creating a piece of work that truly identifies the meaning of good writing. Every good writer usually starts with the basics such as genre, audience, rhetorical situation, and reflection of the piece. Throughout this semester, we have gone through all of these key terms in great detail with each new assignment that has come our way. In doing this, not only as students but also as writers, we have come to create our own theory of writing. Every writer has a different theory of writing though most are very similar. Now, at this point in the semester after doing countless journals, in-class exercises, and final assignments, I think I have figured out my own

Writing can be a daunting task for students in any grade. Teachers have to implement new basic components for those struggling to write. Finding new methods and being able to execute them requires teachers to design lesson plans that help

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.

“Well, I actually just had a breakthrough,” April explained. “I’m going to tell about my experiences in writing in the past, and in a circuitous style, I’ll loop it back around to how it has affected me in the present and how it will continue to affect me in the future since I’m planning on majoring in journalism.”

Writing instruction has become one of the most important issues in educational practices. A large increase in the migration of immigrants into the United States has increased the demand for English language instruction significantly (Mei Lin, 2015). With this in mind the educational practices taking place in today's schools become a center of focus.

All throughout my years of schooling, I’ve had just about, one paper that was about one page long, due every year. My papers never had to be more than one page in length. Therefore, I did not have to do much writing or do many essays. Surely not enough to remember any of the assignments. Writing has never been something I enjoyed doing, so I never bothered to many any memories of my writing experiences. I did not think it was necessary to remember any of them since I only had to do them to get a grade. The only writing experience I remember was the first assignment I had in this English 100 class about a writing experience. All week long, I sat there thinking about what to write about, but nothing came to mind as a topic. Then, one thing came to mind, but it was so very vague, I could not write the length that was needed for the assignment. I could only think of a few sentences to write for it. After sitting for a few moments longer, I thought, how about I write about how difficult it was for me to write this essay before it was due.

Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.

In this article, Berlin synthesizes four major pedagogical theories for teaching writing and how truth can be achieved through different perceptions. Neo-Aristolians (Classicists) use syllogistic reasoning to arrive at the truth because truth is logical and deductive. They see the audience as a force to be considered for shaping a message. In the classroom, truth is probabilistic and students need heuristics to discover the truth. Rhetoric allows the speaker to not only discover truth, but to convince others of this truth through a direct path of language. Positivists (Current-Traditionalists) see truth as a product of the mind and is found through inductive reasoning. They believe that truth must exist prior to language and language is used to convey the truth to another mind. Arrangement and style in the classroom are important to presenting the truth to the uninformed audience because these are the only teachable parts of the process. Neo-Platonists (Subjective-Expressionists) view truth as the result of personal vision that must be conveyed in writing. The writers place themselves at the center of the dialectic, while the audience seeks the false moment of the inauthentic portion of the text, but is not part of the discovery. Arrangement and style are unimportant in the classroom because truth is external and evident to anyone who sees it “in the proper spirit” (243). The writer is the center of the rhetorical situation, but is cut off from the community as he

In teaching and learning English, there are two aspects that should be concerned. The first one is the language skills such as speaking, listening, reading, and writing. The second one is the language components such as vocabulary, and grammar. These two aspects are taught in order to make the students achieve the ability in communicating both in spoken and written forms.

English writing is important for the achievement of native-like competence, but for most Chinese learners who study English as a foreign language , English writing is difficult to learn. In order to see how hard English writing are handled by Chinese English learners, an attempt made in this paper to examine the following two questions: 1) what are the types and characteristics of Chinese English major college students’ English writing errors? 2) what are the possible causes of these errors?

Sitting quietly in the corner of the classroom one day, and bouncing off the walls in the gym the next, four year old Garrett was the little boy who I observed all three times at the Early Education Center. Garrett was always an extremely welcomed person while also being very welcoming to other people. Including his teacher, college workers, and his peers in and out of the classroom. He seemed to be the kid who everyone else naturally gravitated to. He never once had to ask to play with a group of kids when I was observing him. Instead, Garrett was being asked by other kids if he could come over and play with them. I spent a total of an hour and a half observing. Once it was over lunch, and the others were in the afternoon during circle

Due to the distinctions lie in cultural and linguistics aspects, writing in English is always quite challenging for most learners of English as a second/foreign language (ESL/EFL). These leaners tend to apply the knowledge from their native culture and language structures to produce certain intended responses in second language (L2), so as to produce semantically appropriate essay writing, which is more formally seen as language transfer (Bhela, 1999). This essay attempts to examine the issue of language transfer in ESL/EFL writing by relating and providing a general overview of the literature concerning the issue,

Following the exploration and reflection phases of this action research, some key challenges became clear regarding English language writing instruction. In the following reflection, I divide these challenges by themes that arose from the data. The first is the role of the teacher in writing class, the concept of fairness among teachers, teachers’ perspectives on collaborative learning in writing classes, teachers’ beliefs about students’ writing objectives, students’ fears of making mistakes, and the impact of the context.

Writing is one of the basic skills in the process of acquiring EFL. Also, it is a productive skill. It is considered the most difficult skill among the four basic skills. Writing was considered an effective tool to communicate with others by expressing thoughts,