Reflection: The Teaching of Writing

Reflecting on the lesson on the teaching of writing, we can see how this topic challenges traditional methods of instruction by emphasizing student autonomy, creativity, and engagement. The foundational assumptions from educators like Graves, Murray, Calkins, and Atwell highlight how writing should be approached to foster independent and confident writers.

One key takeaway from the lesson is the importance of viewing writing as a process rather than a product. This process approach, which includes prewriting, drafting, revising, and editing, encourages students to see writing as a dynamic, recursive journey. This shift moves the focus away from simply completing an assignment and toward discovering meaning through writing. As educators, we recognize how this approach fosters critical thinking and reflection at every stage, skills that are not only essential in writing but also in all forms of communication.

Another important aspect is the teacher's role as a facilitator rather than a director of writing. The lesson highlighted that the best writing often emerges when students are given the freedom to explore their own ideas, rather than being assigned specific topics. This allows students to take ownership of their writing and become more invested in the process. Graves (1983b) argues that students often write more when not bound by assignments, and this perspective empowers learners by nurturing intrinsic motivation. By encouraging students to generate their own topics, we help them develop a deeper connection to their writing.

The lesson also underscored the value of peer feedback and multiple readers. It emphasized that writing should not be limited to teacher feedback but should involve multiple readers, including peers. This creates a more authentic writing experience for students and helps them understand the diversity of responses their work can evoke. We see this as an opportunity to develop a writing community within the classroom, where students learn to critique constructively and appreciate diverse viewpoints. This approach allows students to understand that writing can be an interactive and communal process, rather than a solitary task.

In terms of assessment, the lesson introduced the idea of student involvement in developing rubrics. This engages students in understanding how their work will be evaluated and allows them to internalize the standards of good writing. Burch (1997) noted that working together to construct rubrics promotes fairness and transparency in the classroom, creating a more democratic environment. When students have a voice in how their writing is assessed, they become more responsible and invested in their learning outcomes. We view this approach as an effective way to promote student engagement and ownership of the learning process.

However, there are challenges to implementing a student-centered approach. Traditional schooling often emphasizes structured, teacher-directed instruction, and shifting to a model where students have more freedom requires a significant adjustment. Finding the balance between student-initiated writing and teacher guidance is critical. While autonomy is important, students also need structured support, particularly in developing the mechanics of writing, such as grammar and punctuation.

In applying these insights to our teaching practice, we would prioritize creating an environment where students feel free to express their thoughts while also learning the discipline of refining and improving their work. Regular conferencing with students, as Murray suggests, would be a key strategy. Additionally, incorporating peer review sessions would allow students to gain multiple perspectives on their writing, enhancing their understanding of audience and purpose.

Furthermore, integrating real-world tasks into writing assignments, as discussed in the lesson, aligns with the belief that learning should be practical and relevant. By connecting writing assignments to real-life contexts, students can better understand the purpose of writing beyond the classroom. This not only improves their writing skills but also prepares them for future academic and professional endeavors.

In conclusion, the lesson on the teaching of writing provided valuable insights into supporting students in becoming effective writers. The emphasis on process, ownership, and community aligns with modern pedagogical approaches that prioritize student engagement and critical thinking. As educators, we recognize the importance of fostering writing experiences that are both meaningful and developmental for students.

- Shared reflection by Faith, Raven and Elvina