Writing Instruction

Synthesis:

Hinchman and Sheridan-Thomas:
This chapter focuses on the writing process and how teachers can foster and support students with their writing. We need to let students have plenty of experience with writing, including allowing them to write freely about topics of their choice. Students need to be able to write for all sorts of purposes and to different audiences. The teacher needs to assume the role of a writing coach instead of just being the audience for the student's writing. The text discussed the fact that many times, writing instruction can turn into "this is correct" and "this is wrong". Yes, students need to learn spelling and grammar and how to form complete sentences, but students also need to be able to express themselves and write freely. Sometimes, a student may be discouraged from writing simply because he/she is unsure how to spell something. Teachers should strive to create a classroom environment that encourages taking risks. Spelling is not as important as the thought behind the writing.

Hansen and Kissel:
This text discusses different guidelines for writing instruction.
1. Writers are decision makers - We need to teach our students to make choices about what they want to write about and how they would like to structure their writing. Hopefully, students will be motivated and find enjoyment in the writing process if they are able to write about something they find of interest.

2. Writers consider their audience - Teachers need to teach students how to make writing decisions based upon who they are writing to. For example, a student should would write to the Governor of Oklahoma differently than he/she would write to a best friend. Likely, the student would use different vocabulary and portray a more professional voice writing to the Governor.

3. Writers evaluate their drafts - Teachers need to provide their students with many different types of texts so the students know how to write for different occasions. The goal is for students to be able to read their own writing and understand how it can be improved, and then make those changes.

All three of these guidelines should be goals for teachers of writing. But, it is likely that it will take time. Teachers cannot expect students to be great writers at the beginning of the year. It should be our role as teachers to be encouragers and to create an environment where students feel comfortable.

Sweeny:
This text discusses the use of new literacies (mainly technology) and how these literacies can be used for writing instruction and to benefit students. Twitter, wikis, blogs, and other online tools can be used to motivate students with their writing. It may also give them a sense of purpose and real-world connection. We must also teach students how to use technology and the internet responsibly, but it can have huge potential in the classroom.

Responses:

(text to self)
I currently work at the ONE U (Technology) store in the student union. At the store, we sell laptops and iPads and various tech tools and accessories. I really like the idea of incorporating technology into everyday teaching, and I think it can be a big difference maker in the classroom. One of my undergrad professors told us that "Technology does not make a good teacher, but it can make a good teacher great." The tools we have are limitless!

(text to text)
In another one of my classes, we are discussing how technology can be used to benefit literacy instruction. We have learned about some of the technology tools that were discussed in the Sweeny text. This technology can especially help students who may be ELL or do not respond well to traditional instructional or writing methods (paper and pencil).

(text to world)
I think that today's educational world is so focused on testing that sometimes teachers can lose track of what writing and writing instruction should be. Writing should be a way of expression. The students shouldn't feel so constricted and feel scared to write. I really like the idea that the texts shared about creating an environment that encourages students to take chances and learn through experience.

Questions:

What do you think about the incorporation of technology into writing instruction? Do you think this makes handwriting less important (Is that a good or bad thing?)