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.
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