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. 

What does writing mean to me?

“We create ourselves by words. Our growth as human beings depends on our capacity to understand and to use language. Writing is a way of growing. No one would argue that being able to write will make you morally better. But it will make you more complex and more interesting - in a word, more human.”

- From the Oxford Essential Guide to Writing

This quote truly encapsulates my perception of writing. This shows writing as both a process and a creation. From a child, we learn to ‘scribe’- learning to use symbols which represent meaning in the language- then we ‘compose’-create something based on life experiences.

What greater feeling can one get, knowing that an audience (or reader) can experience what we experienced through our writing! J  

We all write for some audience and with a specific purpose or aim in mind. Whether descriptive, persuasive, expository or narrative, we expect to leave something with our audience so that they can respond to. Have you ever been to a place that your friends or colleagues have never been to? Do you want them to see what you saw, smell what you smelled, taste what you tasted, hear what you heard and touch what you touched? I guess one can just have an oral conversation about that experience, but I believe that this is not as effective as writing it. You will want to use terms which truly captures the essence of that experience. This allows your audience to have enticing thoughts or images. Don’t you think this is a spectacular experience? Just by writing my reflection about writing forced me to explicitly highlight my feelings and the wonderful experiences I have had with writing. It captures all my senses, allowing me to embrace the effect which it has on me.

When I read a piece, I want to embrace the focus and message brought forward by the writer. It may not be something I agree with, but at least it stimulates a response which fosters appreciation. This shows the direct relationship between reading and writing. Through writing we see the novelty of others as well as ourselves.  For example, William Wordsworth heavily focuses on the beauty of nature and its beneficial influence, the power of the human mind and the splendor of childhood in his poetry.  I may embrace all these themes except the splendor of childhood if I had a terrible childhood. However, remember that these works are all subjective. It may not reflect our experiences, but the writer’s experiences. So who are we to say that they lack objectivity! Writers just articulate what they know of, simultaneously, it is the reader’s duty to appreciate the creativity brought forward by the writer. This exemplifies Louise Rosenblatt’s (1938) theory of ‘reader response criticism.’ [Reader-response criticism is a school of literary theory that focuses on the reader (or "audience") and his or her experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work.]

When I write, it redefines the way I think, consequently making my ideas coherent. In everything we do, we need coherency. In completing a task, why do you think there is a sequence of steps which one needs to adhere to? For effective productivity!  Thus, this proves that writing is a powerful cognitive process. This applies not only in the English or Language classroom, but in all subject areas. The writing process itself shows how strategic and independent writers master their writing skills.

 Compared to other language arts, I believe that writing aids in ‘meta-cognitive’ skills. Meta-cognition is defined as ‘thinking about thinking’ (Slavin, 2006). This theory highlights that someone can learn more if he or she is aware of how they learn. Meta-cognition is a skill and good learners have this ability. As highlighted earlier, writing is a powerful cognitive process. For example, writing and reflection via journaling stimulates meta-cognition because one becomes more aware of what suites them appropriately and, if effective, one adopts such methods in order to be an effective learner. Similarly, when studying, I use writing as a tool for ‘retention.’ When writing the ideas from my notes, I literally feel like I am writing the ideas in my long term memory.  The ‘permanence,’ ‘organisation’ and ‘explicitness’ of writing tremendously aids in my studying.

Overall, writing is DIVERSE, COMPREHENSIVE, DELIBERATE, MOTIVATIONAL and EFFECTIVE tool. We are all writers in our own special way. We use writing for multiple reasons and the effect it has on me may not necessarily be the same effect that it has on others. An anonymous author defines writing as; “a complex process that allows writers to explore thoughts and ideas that would make them visible and concrete.” J

J THIS IS WHAT WRITING MEANS TO ME!! J

Source:

v  Slavin E. R. (2006). “EDUCATIONAL PSYCHOLOGY: Theory and Practice (8^th Ed)” United States of America, Pearson Education, Inc. 

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