PREPARING STUDENTS FOR WRITING (Learner.org)

The workshop from Learner.org was truly an eye opener. The workshop focused on the necessary steps undertaken to prepare and plan students for writing. It informs teachers of their role in effectively implementing these strategies to make it as authentic, productive and enjoyable for students as much as possible. The introduction was very engaging and effective, as it specifically focuses on what motivates students to learn, and their preferable format or structure of writing their ideas. This shows the diversity of writing and the effectiveness of using the differing formats or structures of writing. The students demonstrate that they are both extrinsically and intrinsically motivated to write.  On teacher shows how student enthusiasm, passion and interest keep students engaged in their writing.

What also stood out the most is the use of diversity in the culture, race and settings where writing is taught. I believe that the producer used this approach to engage audience on the universality of preparing students for writing. Students around the world, despite their varying cultures, learn writing in the similar ways. The only difference is the language used to communicate to these students, but the approaches used are similar. The main aim of these approaches is to HELP STUDENTS WRITE CLEARLY AND EFFECTIVELY.

The teachers in the video continuously mention that students should be given the liberty to choose topics of interest to write about. What sense does it make to have students write about something which does not interest them? They will just write for writing sake.  Teachers always use the excuse of an ‘exam driven curriculum’ which offers little opportunity to spend time allowing students to write about what interests them. Students must learn that writing contributes to personal enrichment.

I can recall a time when I had problems with choosing appropriate topics which I can have my form one students write about. Then a thought hit me: “WHO BETTER TO ASK THIS QUESTION THAN THE STUDENTS THEM SELF? ” I did not see the relevance of choosing a topic which interests me or a topic I believe students must write about in order for them to succeed.  Upon asking them that question, one asked me whether they had the liberty of choosing topics which interests them. Surprisingly, they were puzzled at this approach but later became more comfortable with sharing their ideas. As the discussion progressed, one could have seen and heard the excitement and interest of the students from miles away.

One of the teacher presenters highlight the importance of communicating to students that “people write when they have a reason or purpose to write.” Students must understand that there is an underlying value and catalyst which contributes to every piece of writing. Words and sentences are not collages which writers put together for aesthetic purposes. These words and sentences combine to create a situation whether fictional or not that is worth writing and reading about. It can be used to inform, educate, enlighten or persuade the intended audience.

Whether the writing is for academic purposes, students must be well informed as to the other major purposes of writing. Christopher Myers states that “to be a good writer, you must write every day.”  This does not necessarily mean that students will write about a specified issue every day, but can write up a blog entry in their journals or diaries of something which interests them. The students could also post these entries on a personalized blogs on the internet.  This method is an effective use of technology in the English language classroom. This also serves as a motivator and a convenient method of assessing students in this time and era.

Addressing student individual needs is also of major importance in the language classroom. The presenters specifically focus on this aspect of instruction as students acquire and transfer knowledge differently. Despite what students produce, teachers must show their care a respect to what students write. Every day, students learn from teachers, and vice versa. By having students write a piece from their own perspective, enlightens to teacher on plenty about the student. Students’ thinking, processing and descriptive skills come into play. Using this information, the teacher can modify classroom instruction to cater to these students.

Prewriting strategies are heavily focused on in this video. Author Maxine Hong Kinston of ‘The Woman Warrior’ highlights that twelve drafts were made before fully publishing the award winning novel. She states that she explains to her students that “writing is like a tower, and every draft written takes you higher up that tower.” This is similar to the NCTE (2004) beliefs of writing, that ‘writing is a process.’ Students must overcome specific tasks in the writing process to be reflective learners and develop meta-cognitive awareness.   She highlights that “I could have seen the woman warrior herself at this point.” These are important lessons students should learn.  Even professional writers draft their work multiple times until their work truly captures the effect he/she wants to create. In Kingston’s case, after writing twelve drafts of her novel she got a vivid image of her main character which she wants her audience to see and experience her like she did.

Writing is a medium that every man, woman and child should be exposed to.  Producing or writing a piece does not necessarily have to be for an academic purpose, but also for aesthetic appeal. We teachers should not be reluctant in giving students the leeway in the decision making process of opting for a topic that they should write about. Students should experience writing as a fun filled, exciting, rewarding and life changing experience. Students must get the opportunity the drive that vehicle in the English language classroom, where the paths they take can be fostered and enhanced in getting at the right destination.