Reflection on the National council of Teachers of English (NCTE) beliefs about the teaching of writing

The National Council of Teachers of English (NCTE) presents their position on the diversity of the teaching of writing. They highlight eleven (11) beliefs which show writing as “an increasingly multifaceted activity.”  NCTE (2004) highlights that:

1.  Everyone has the capacity to write, writing can be taught, and teachers can help students become better writers
2.  People learn to write by writing
3.  Writing is a process
4.  Writing is a tool for thinking
5.  Writing grows out of many different purposes
6.  Conventions of finished and edited texts are important to readers and therefore to writers
7.  Writing and reading are related
8.  Writing has a complex relationship to talk
9.   Literate practices are embedded in complicated social relationships
10.  Composing occurs in different modalities and technologies
11.   Assessment of writing involves complex, informed, human judgement

Multiple views brought forward by NCTE are similar to the views I had before reading this article. As seen in my last post, some of the views are mutual.  As a secondary school student, writing was presented to me as a ‘process, tool for thinking, stem from multiple purposes and close bridge to reading.’ As a result, this knowledge allowed me to succeed in my all writing endeavors.

Any student who is exposed to writing in a similar manner as I was introduced to it, is well equipped. Consequently, as a novice teacher, I believe that all my students should experience writing as highlighted and do so from the onset. This is not only applicable in the English or Language classroom, but in all subject areas. Can this be used in the Mathematics classroom? Yes it can. When solving or simplifying a problem, students must write their ideas systematically so that they can arrive at a proper solution. While they write, they think and generate possible solutions or other means of solving that problem. As a result, writing enables students to multi task and become successful while performing these tasks.

As I furthered my studies, I was able to gain knowledge about writing and I was able to analyze various view points from multiple sources.  As a novice teacher, a few beliefs enlightened me on writing in the classroom. For example, the belief that everyone has the capacity to write. I did not believe this until it as postulated by the NCTE. It is without a doubt that I believe with carefully designed writing instructions, students can learn how to write and write effectively..

Why didn’t I get it? I had the misconception that individuals are either born writers or not. 

What a perception!

These ideas identified by the NCTE truly aids in classroom instruction. By allowing students to use a variety of writing techniques and gain knowledge on the multiple purposes of writing, all objectives can be achieved or mirrored in classroom instruction.

As a lecturer once told me, “We teach the students not the curriculum.” Students must adopt the vital necessities in order to write effectively, not only for an exam but for personal use. All teachers must be aware that academic writing is not the only form of writing. Writing can be made authentic by providing students with a purpose to write. This can be indeed be motivation for the students. Even as teachers, we need a stimulus which will engage us in writing. It may be to pass an examJ, to express personal views, to send out a message to the public or to persuade someone to agree with you. No matter the reason, WE ALL NEED THAT MOTIVATION.

In order to implement these strategies, underlying NCTE beliefs, are plausible recommendations. Teachers should expose themselves as well as the students to technology. I mean, we are in the 21^st Century. As highlighted by NCTE there are different modalities and technologies that can be used in the class.

Why use pen and paper only? When we can allow students to present orally on an issue, allow them to visually represent their understanding through a power point or video or allow them to write a poem on a topic. Embrace ‘reader’s theatre.’

OPEN THAT DOOR WHICH LEADS TO ALL THE ABOVE TEACHERS!!  EMBRACE IT. LOVE IT.

In this year and age, this is a major setback to proper implementation as recommended by NCTE.

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Overall, the beliefs brought forward by NCTE are inter-related and depend on each other. Writing, based on its purpose, indicates plenty to an audience. Through ample research and study, NCTE provides educators with the manual for the tools needed to effectively use writing, not only in the English classroom, but in all classrooms.