scholarly journals For the Love of Writing: Writing as a Form of (Self-) Love

2021 ◽  
Vol 2 (1) ◽  
pp. 16-24
Author(s):  
Gabrielle Isabel Kelenyi
Keyword(s):  
Lived Experience ◽  
Writing Instruction ◽  
Writing Process ◽  
Literacy Education ◽  
Teaching Writing ◽  
School Contexts ◽  
Writing Processes

In this paper, I describe my writing process and theorize it as an act of self-love by examining what makes writing hard for me and what makes it easy for me; additionally, I present a brief argument for teaching writing as or for love as a manner by which to avoid (re)producing systemic inequities in literacy education. As such, this autoethnography aims to inform readers of my lived experience as a writer and, in so doing, share ways in which writing instruction in school contexts can help students develop individualized writing processes that help them love writing even when it’s hard.

scholarly journals Enacted identities : a narrative inquiry into teacher writerly becoming

2018 ◽  
Author(s):  
◽  
Christy Goldsmith
Keyword(s):  
Narrative Inquiry ◽  
Writing Instruction ◽  
Frame Analysis ◽  
English Teachers ◽  
Teaching Writing ◽  
Professional Identities ◽  
Metaphorical Thinking ◽  
Writing Processes

This narrative inquiry explored the ways in which four mid-career English teachers construct themselves as W/writers and how those writerly identities are performed in their pedagogy. I curated data collected from extended interviews, journals, personal and professional writings to build narratives of these teachers-aswriters. Through these narratives and metaphorical thinking (Lakoff and Johnson, 1980), I analyzed the wholeness of each participant's experience with writing. Then, in stage two of the study, I used data collected from teaching observations to build a continuum of process --> product, employing Goffman's (1974) frame analysis to place the teachers within that continuum. This continuum represented the stable thread that continued through the teachers' personal and professional identities and led to three insights: (1) Those teachers who identified as Writers were more comfortable teaching writing processes (2) The desire to be seen as a "kind of W/writer or teacher" brings risk writing instruction and (3) Agency provides Writers a way to mitigate the risk of teaching writing.

scholarly journals Writing Process Photo Essay

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Kory Ching
Keyword(s):  
Writing Process ◽  
College Writing ◽  
School Contexts ◽  
Writing Processes ◽  
Writing Course ◽  
Photo Essay ◽  
Student Inquiry ◽  
Scholarly Attention ◽  
Writing Activity

This article describes and reflects on experiences teaching students to compose a “Writing Process Photo Essay” in the context of an upper-division college writing course that satisfies a campus-wide writing requirement. As the culmination of a quarter-long student inquiry into their own writing processes, this multimodal assignment asks students to combine text and images to help them reflect on the environments, tools, habits and routines that surround their writing activity. This assignment takes its inspiration from calls for renewed scholarly attention to material and embodied aspects of writing process. In the end, this assignment creates opportunities for students to recognize, reflect, and reimagine their own writing activity in school contexts and beyond.

Instructional Recommendations for Teaching Writing to Exceptional Students

1988 ◽  
Vol 54 (6) ◽  
pp. 506-512 ◽  
Author(s):  
Steve Graham ◽  
Karen R. Harris
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Present Knowledge ◽  
Teaching Writing ◽  
Exceptional Students ◽  
Writing Program ◽  
Teaching Of Writing

This article addresses the teaching of writing, an often overlooked area in the education of exceptional students. Ten recommendations for developing an effective writing program are presented. These recommendations are based on current conceptualizations of the writing process, effective principles of writing instruction, and present knowledge of exceptional students' writing capabilities.

scholarly journals Skriveramme som støtte i arbeidet med fagskriving? Studie av 8. klasse elevers tekstskaping i samfunnsfag

2016 ◽  
Vol 10 (1) ◽  
pp. 3
Author(s):  
Anne Kristine Øgreid
Keyword(s):  
Social Studies ◽  
Writing Instruction ◽  
Writing Process ◽  
Writing Pedagogy ◽  
Text Structure ◽  
Teaching Writing ◽  
Writing Project ◽  
Video Observations ◽  
8Th Grade ◽  
The Subject

Bruk av formmønster blir jevnlig diskutert som støtte i skriveopplæringen. Hensikten med denne studien er å undersøke sammenhengen mellom lærerens undervisning der bruk av skriveramme inngår, og elevtekster i et skriveprosjekt i en 8. klasse i samfunnsfag. Skriveprosessen er studert og beskrevet gjennom observasjonsnotater og video-opptak, og elevenes tekster er samlet inn som sluttprodukt og tolket i lys av prosesssen rundt skriverammen. Med utgangspunkt i måten skriverammen er realisert i elevenes tekster, kan tekstene sorteres i fire kategorier: 1) Rammen er integrert, 2) Rammen er uthevet, 3) Rammen overskrides og 4) Ingen ramme. Gjennom å sammenligne tekster der rammen ikke synes å ha hatt betydning for tekstskapingen, kategori 4, med de andre kategoriene, diskuteres rammens støtte både ut fra skrivepedagogisk og historiefaglig perspektiv. Undersøkelsen av tekstene i de tre første kategoriene tyder på skriverammen har fungert som støtte, ikke bare i forbindelse med tekstoppbygging, men også som en katalysator for innholdsgenerering og faglig forståelse. Bruk av rigide rammer i skriveopplæringen er kritisert for å fremme en instrumentell og sjangerformalistisk skrivepedagogikk kjennetegnet av reproduksjon og imitasjon av tekstmønstre. Dette ser her ut til å motvirkes av lærerens innramming av skriverammen i en skriveprosess som er kjennetegnet av sterk lærerstyring, steg-for-steg-metodikk og gjennomgående dialog mellom lærer og elever.Nøkkelord: fagspesifikk literacy, literacydidaktikk, skriving i samfunnsfag, skriverammeAbstractTeaching form and the use of models are frequently discussed as a means of supporting school writing instruction. This study investigates the relation between teaching which incorporates the use of writing frames and student texts produced in a writing project conducted in a 8th grade Social Studies classes in a Norwegian lower secondary school. The writing process is examined and described based on observation notes and video observations. The students’ final text products are collected and analyzed in light of the process surrounding the use of the writing frame. The texts are sorted into four categories, according to how the writing frame is utilized: 1) Integrated frame, 2) Emphasized frame, 3) Exceeded frame and 4) No frame. By comparing the texts from category 4, where the writing frame seems to have no significance for the text form, with the other categories, the writing frame as scaffolding is discussed both from the perspectives of teaching writing and teaching subject content. The examination of the texts in categories 1-3 indicates that the writing frame has functioned as scaffolding, not only connected to text structure, but also as a catalyst for the understanding and production of the subject matter. The use of rigid frames in writing instruction has been criticized for promoting an instrumental and formalistic writing pedagogy, characterized by reproduction and imitation. In this case, these effects seem to be counteracted by incorporating the writing frame in a writing process where the teacher strongly but gradually guides the students in a continuously dialogical manner.Key words: disciplinary literacy, literacy didactics, writing in Social Studies, writing frame

scholarly journals Teacher Practices and Students’ Preferences for Written Corrective Feedback and Their Implications on Writing Instruction

2017 ◽  
Vol 7 (1) ◽  
pp. 112
Author(s):  
Aridah Aridah ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Writing Instruction ◽  
Teacher Practices ◽  
Survey Design ◽  
Corrective Feedback ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Effective Feedback ◽  
Writing Instructions ◽  
The One ◽  
Direct Feedback

The discrepancy between students’ preferences and teacher practices for feedback on writing has created difficulty on the side of teachers and confusion on the side of the students. What teachers believe and practice as effective feedback for students may not be the one that students perceive as useful and effective feedback for them. This paper investigates the types of written feedback preferred by the students and the types of feedback provided by the teachers on students’ writing. This study employed a survey design which involved 54 students and 22 teachers using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. The results showed that there were some points of compatibility between students’ preferences and teachers’ practices and some other points were incompatible. The data showed that both students and teachers preferred to have or to give direct feedback but the data also indicated that students liked to have more direct feedback than the teacher could provide. It was also found that the teachers provided more indirect feedback than the students expected to have. The students also preferred unfocused feedback to focused feedback. The findings of the study have crucial implications on writing instruction. There is a need to design writing instructions which accommodate both teachers’ practices and students’ preferences for written feddback. Based on the profile of students’ preference and teachers’ practices, a model of feedback provision in teaching writing is proposed. This model is called preference-based feedback on writing instruction.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate Students

2021 ◽  
Vol 5 (1) ◽  
pp. 542
Author(s):  
Geminastiti Sakkir ◽  
Syarifuddin Dollah ◽  
Safnil Arsyad ◽  
Jamaluddin Ahmad
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Writing Process ◽  
Lesson Plan ◽  
Teaching Writing ◽  
Needs Analysis ◽  
Visual Aids ◽  
Need Analysis ◽  
Online Social Media

This research is aiming at giving a contribution to the lecturers’ knowledge on the design materials in using social media Facebook in teaching writing process to English Department students. Before conducted the developing module for Facebook-based writing instructional course, we surveyed and explored the student’s need. The stages of this research consisted of need analysis and document analysis. We conducted needs analysis to 141 English students and 2 lecturers of writing. Data were collected using need analysis questionnaire and interview. The analyzed documents in this research were lesson plan, syllabus and the existing textbooks. The data from questionnaire and interview were analyzed in quantitative and qualitative methods. The results concluded that: first, needs analysis is the basic of developing module for Facebook-based writing instructional course, in order that the material can be related to the students’ needs, levels and lecturers’ perception. The result of students need found urgent to develop module for facebook-based writing instructional course through the following criteria of interactive, self-contained, user friendly, online supporting, online social media, authentic, environmentally friendly, formal and informal environments, online evaluation, presented in visual  aids, support  and facilitate the students’  academic and non-academic writing activities, topics of the materials should be interesting which provides a cultural background of students, the materials should be implemented by applying vocabulary, reading texts, grammar and basic skills in writing process, implemented in beginner level (Writing 1), used in class and out- class and the materials globally/ international context. Second, the lecturers’ desires in teaching writing are to improve the students’ skill to comprehend the materials. Third, the existing materials are unsuitable for the students, they prefer learning facilitated by electronic social media, Facebook, so they will more motivate in write.

scholarly journals TEFL Teachers’ Conceptions of Writing: A Case of China

2018 ◽  
Vol 8 (3) ◽  
pp. 285
Author(s):  
Yunjun Kong
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Writing Instruction ◽  
Foreign Language Learning ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teaching Writing ◽  
School Level ◽  
Linguistic Features ◽  
Good Writing

In teaching writing in English as a foreign language (EFL) context, a little information is known about teachers’ knowledge base of writing. The current study, therefore, used the case of Chinese context to explore how TEFL (teaching English as a foreign language) teachers understand writing and what impacts their conceptions. A questionnaire containing the natures, functions, and development of writing, and text features of good writing were developed to collect data online; items had 5-point Likert scales. 490 (female 76.3%) participants were engaged in the sample. Respondents generally identify linguistic, cultural and cognitive natures of writing, but many question its social nature, and a few are in trouble with recognizing the multifaceted concepts of writing. Participants highlight writing functions related to the self and self-expression but fail to note those targeting the addressees. The majority accede to the facilitation of other language skills and writing instruction to the development of writing, but lay the greatest stress on the transfer effects of reading. When evaluating texts, they do not seem to focus on linguistic features more relevant to foreign language learning (e.g. vocabulary, grammar). Demographic components (gender, teaching experience, school level, class size, and frequency of writing instruction) do not influence their conceptions systematically. These findings may be of interest for in-service teacher trainers.

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