Teaching of Writing
Reflective Work
Midterm Reflection
Dr. Hartman,
I was going through my daybook and found a freewrite I would like to share with you where I was responding to UWA Ch. 2.
Every teacher is given a classroom of students who are individuals. They think, write, act, talk different from one another. Why would we as teachers want to stop that or “squelch” it? I know I didn’t feel like an individual during the writing test, but I did feel like an individual when I would respond to a free answer question on a test or homework assignment. Those were the moments I felt I had a voice in my class and in my writing. One simple little paragraph as a response to the reading meant more to me than any paper I ever wrote for writing test practice or the real thing. That should tell you something. Writing should mean something to each student. It shouldn’t be an agonizing experience, but an enriching, fulfilling experience that allows you to express your thoughts in any form you choose.
This jumped out at me because of the last part about how writing should be meaningful to students and they should have choices in how they express their thinking. This takes me back to one of the questions you asked near the beginning of the semester: What is writing? I have been thinking about this question constantly because every time I read UWA, TOL, or some of the articles I have been reading for ENGL 391, I question my definition of “writing.” And I still cannot answer that question completely. I have always thought of writing as black on white but I’m reevaluating this idea because of articles I’ve read about digital composition and digital literacy. I keep questioning some websites I’ve been exposed to, such as Glogster, and I’m wondering if I view the products as examples of writing. Or would that be composition in general? I guess I need to figure out what is meant by composition. This also reminds me of the “literary map” we worked on in class. Is that writing? I want to say yes, but I’m not sure why…yet. I know working on my philosophy and writing assignment design, and continuing to write everything in my daybook about writing and the teaching of writing will help me come to some conclusions about my questions. But these conclusions will continue to change and evolve, and that is okay.
I’m also trying to work through my thoughts on two specific subjects that have been debated in this class: grammar and the 5-paragraph essay. I hate the idea that incorrect grammar automatically makes people label students as bad writers. But as Nikki proved in her research discussion, that is not true. That student conveyed so much emotion and thinking through that small piece of writing, but the misspelled words cause the labeling. Why can’t people see this? It’s really sad and I do not want to make the mistake of labeling students as good writers or bad writers. I believe everyone can write well, and I want to give my students tips and tools to help them feel confident in their writing. Also, the 5-paragraph essay intimidates me because of my memories of working towards the writing test and feeling like my writing was the same as the other people in my class. Basically, what you get with this format are essays written by different people but ultimately the same because of the form. Where is the individuality? Where is the personal growth? Where is the thinking of each student sitting in the classrooms? I do not see it when I think about this essay format.
Julianne
I was going through my daybook and found a freewrite I would like to share with you where I was responding to UWA Ch. 2.
Every teacher is given a classroom of students who are individuals. They think, write, act, talk different from one another. Why would we as teachers want to stop that or “squelch” it? I know I didn’t feel like an individual during the writing test, but I did feel like an individual when I would respond to a free answer question on a test or homework assignment. Those were the moments I felt I had a voice in my class and in my writing. One simple little paragraph as a response to the reading meant more to me than any paper I ever wrote for writing test practice or the real thing. That should tell you something. Writing should mean something to each student. It shouldn’t be an agonizing experience, but an enriching, fulfilling experience that allows you to express your thoughts in any form you choose.
This jumped out at me because of the last part about how writing should be meaningful to students and they should have choices in how they express their thinking. This takes me back to one of the questions you asked near the beginning of the semester: What is writing? I have been thinking about this question constantly because every time I read UWA, TOL, or some of the articles I have been reading for ENGL 391, I question my definition of “writing.” And I still cannot answer that question completely. I have always thought of writing as black on white but I’m reevaluating this idea because of articles I’ve read about digital composition and digital literacy. I keep questioning some websites I’ve been exposed to, such as Glogster, and I’m wondering if I view the products as examples of writing. Or would that be composition in general? I guess I need to figure out what is meant by composition. This also reminds me of the “literary map” we worked on in class. Is that writing? I want to say yes, but I’m not sure why…yet. I know working on my philosophy and writing assignment design, and continuing to write everything in my daybook about writing and the teaching of writing will help me come to some conclusions about my questions. But these conclusions will continue to change and evolve, and that is okay.
I’m also trying to work through my thoughts on two specific subjects that have been debated in this class: grammar and the 5-paragraph essay. I hate the idea that incorrect grammar automatically makes people label students as bad writers. But as Nikki proved in her research discussion, that is not true. That student conveyed so much emotion and thinking through that small piece of writing, but the misspelled words cause the labeling. Why can’t people see this? It’s really sad and I do not want to make the mistake of labeling students as good writers or bad writers. I believe everyone can write well, and I want to give my students tips and tools to help them feel confident in their writing. Also, the 5-paragraph essay intimidates me because of my memories of working towards the writing test and feeling like my writing was the same as the other people in my class. Basically, what you get with this format are essays written by different people but ultimately the same because of the form. Where is the individuality? Where is the personal growth? Where is the thinking of each student sitting in the classrooms? I do not see it when I think about this essay format.
Julianne
WAD Draft 2 Reflection
Dr. Hartman,
I was having trouble deciding which text I wanted to use or if I wanted to use a text for this writing assignment. I made the decision to use a text because reading and writing should be connected in the classroom, but they are often not. I wrote about three different texts in my daybook and finally decided to use “I Hear America Singing” by Walt Whitman. This lesson would be used in English III – American Literature as a way to further the discussion of the “American Dream,” along with the discussion of American literature in the late 1800s. I see this mini-lesson as a way to introduce The Great Gatsby because the “American Dream” is one of the themes of this novel. On my current draft I included a freewriting activity because I thought the quote was a great introduction to Whitman’s ideas about the American people. The poem I chose explains his ideas even further.
Julianne
I was having trouble deciding which text I wanted to use or if I wanted to use a text for this writing assignment. I made the decision to use a text because reading and writing should be connected in the classroom, but they are often not. I wrote about three different texts in my daybook and finally decided to use “I Hear America Singing” by Walt Whitman. This lesson would be used in English III – American Literature as a way to further the discussion of the “American Dream,” along with the discussion of American literature in the late 1800s. I see this mini-lesson as a way to introduce The Great Gatsby because the “American Dream” is one of the themes of this novel. On my current draft I included a freewriting activity because I thought the quote was a great introduction to Whitman’s ideas about the American people. The poem I chose explains his ideas even further.
Julianne
WAD Draft 3 Reflection
Dr. Hartman,
The most difficult part of designing my assignment was making sure I wasn’t leading the student to write what I would. After assigning it and seeing Brenda’s work, I already see places where I can improve the directions or questions I asked on the assignment handout, and improve the assessment section.
When I was writing the rubric on my final draft to give to my “student” I knew that I would not be happy with what I was doing. And I was right. I don’t like the idea of giving numerical points for completing each step in the writing process. How could I possibly distinguish a score for each student’s process writing when every student possesses their own individual writing process? Chapter 7 of TOL talked about great ways to assess student writing and I liked the way you assess using terms like exemplary, proficient, incomplete. When I designed the rubric I wanted the process work to count for something in the assessment. I decided to give the process work the same amount of points as the final piece, and the reflection letter made up the remaining points (40-40-20). I also wrote in the rubric that students will receive the points for their process work automatically upon completion. Like I said before, each student has a different writing process, so how can I judge the amount of points to give for each step? When I was reading Brenda’s response and reflection, I could clearly see how the draft work helped her when writing the “final” essay. With all said, I decided to include two assessments at the end.
Also, I’ve found that I’ve adopted Peter Elbow’s “liking” strategy when conferencing with students who come into the writing center and I used it when talking to Brenda about her writing. I’ve noticed that students are more open to talking about their writing when you point out what you like before talking about ways they could expand on their current ideas or add clarification to the piece. They are more confident about what they have written and they are more comfortable talking to you.
The section after this reflection is the draft work I sent for our first WAD submission to receive feedback from you. Draft 4 is the assignment I sent to Brenda and I have added the comment balloons on her work to show what we talked about in class on April 12th.
The most difficult part of designing my assignment was making sure I wasn’t leading the student to write what I would. After assigning it and seeing Brenda’s work, I already see places where I can improve the directions or questions I asked on the assignment handout, and improve the assessment section.
When I was writing the rubric on my final draft to give to my “student” I knew that I would not be happy with what I was doing. And I was right. I don’t like the idea of giving numerical points for completing each step in the writing process. How could I possibly distinguish a score for each student’s process writing when every student possesses their own individual writing process? Chapter 7 of TOL talked about great ways to assess student writing and I liked the way you assess using terms like exemplary, proficient, incomplete. When I designed the rubric I wanted the process work to count for something in the assessment. I decided to give the process work the same amount of points as the final piece, and the reflection letter made up the remaining points (40-40-20). I also wrote in the rubric that students will receive the points for their process work automatically upon completion. Like I said before, each student has a different writing process, so how can I judge the amount of points to give for each step? When I was reading Brenda’s response and reflection, I could clearly see how the draft work helped her when writing the “final” essay. With all said, I decided to include two assessments at the end.
Also, I’ve found that I’ve adopted Peter Elbow’s “liking” strategy when conferencing with students who come into the writing center and I used it when talking to Brenda about her writing. I’ve noticed that students are more open to talking about their writing when you point out what you like before talking about ways they could expand on their current ideas or add clarification to the piece. They are more confident about what they have written and they are more comfortable talking to you.
The section after this reflection is the draft work I sent for our first WAD submission to receive feedback from you. Draft 4 is the assignment I sent to Brenda and I have added the comment balloons on her work to show what we talked about in class on April 12th.
Philosophy Draft 1 & 2 Reflection
Dr. Hartman,
I’m not sure what happened when I was writing that first draft but I don’t like it. It sounds fake because I don’t hear myself in the writing. I think that made me realize how I want my writing classroom to be for the students. Students should have a voice in their writing and be free to “think out loud on paper.” That’s how I came to love writing; one teacher told me they wanted to know what I was truly thinking and to write down all of my thoughts. Once I could write down my individual thoughts and express them through poetry, short story, “academic” essay, etc., I felt like I could write anything. With her help, I began to grow as a writer. Being in your classroom and working in the Writing Center has shown me how important it is to have writing workshops in the classroom. It helps students become comfortable working together and discussing writing in a positive space, and to gain new knowledge about their individual writing and how they can grow. The second draft is short but I’m still thinking about what I should add.
Julianne
I’m not sure what happened when I was writing that first draft but I don’t like it. It sounds fake because I don’t hear myself in the writing. I think that made me realize how I want my writing classroom to be for the students. Students should have a voice in their writing and be free to “think out loud on paper.” That’s how I came to love writing; one teacher told me they wanted to know what I was truly thinking and to write down all of my thoughts. Once I could write down my individual thoughts and express them through poetry, short story, “academic” essay, etc., I felt like I could write anything. With her help, I began to grow as a writer. Being in your classroom and working in the Writing Center has shown me how important it is to have writing workshops in the classroom. It helps students become comfortable working together and discussing writing in a positive space, and to gain new knowledge about their individual writing and how they can grow. The second draft is short but I’m still thinking about what I should add.
Julianne
Philosophy Draft 3 Reflection
Dr. Hartman,
Unlike the draft of my philosophy I sent to you before, I feel more confident about this piece. Since I received your feedback on that draft, I have been writing in my daybook asking myself questions about what I really think about writing and how I want to approach the teaching of writing. I’ll have pictures of my daybook writing on the draft work page of this website. But I do think there are places where I need more explanation, like in the paragraph about daybooks. Also, the WAD and “student” response really helped me while I was thinking about my philosophy because it kept me thinking about the question, “What counts as writing?” I’m not even sure if I am close to answering this question but I attempt to show through this draft of my philosophy what counts as writing to me. I don’t know if I am successful and maybe you can help me in this area. But overall, I think I expressed by current philosophy of teaching writing better through this draft than in any other draft I have.
Julianne
Unlike the draft of my philosophy I sent to you before, I feel more confident about this piece. Since I received your feedback on that draft, I have been writing in my daybook asking myself questions about what I really think about writing and how I want to approach the teaching of writing. I’ll have pictures of my daybook writing on the draft work page of this website. But I do think there are places where I need more explanation, like in the paragraph about daybooks. Also, the WAD and “student” response really helped me while I was thinking about my philosophy because it kept me thinking about the question, “What counts as writing?” I’m not even sure if I am close to answering this question but I attempt to show through this draft of my philosophy what counts as writing to me. I don’t know if I am successful and maybe you can help me in this area. But overall, I think I expressed by current philosophy of teaching writing better through this draft than in any other draft I have.
Julianne
WAD Final Assessment Reflection/Rationale
Dr. Hartman,
I wanted to include another reflection about my final assessment included on the WAD. I kept the chart format from the last draft submitted to you but I changed the criteria. Originally I wanted to use something similar to the rubric you showed us on the last day of class but I decided to leave the sections underneath Exemplary, Proficient, Developing, and Incomplete blank. This was not out of laziness, I assure you. Instead of giving the students a rubric that just shows them which rank they received, I want to write personalized rationale to each student on why, for example, they received Developing for the Final Essay criteria. At this point I only have the four criteria but I’m sure that will change as I grow in my knowledge of assessment. I did this because I want to explain to students why they received whatever letter grade it may be. I tried to place letter grades to this but I don’t know if I really achieved what I wanted. I don’t know if this would ever work in a classroom but it is something I want to keep working on. Hopefully this makes some sense because I had the hardest time trying to do this.
Julianne
I wanted to include another reflection about my final assessment included on the WAD. I kept the chart format from the last draft submitted to you but I changed the criteria. Originally I wanted to use something similar to the rubric you showed us on the last day of class but I decided to leave the sections underneath Exemplary, Proficient, Developing, and Incomplete blank. This was not out of laziness, I assure you. Instead of giving the students a rubric that just shows them which rank they received, I want to write personalized rationale to each student on why, for example, they received Developing for the Final Essay criteria. At this point I only have the four criteria but I’m sure that will change as I grow in my knowledge of assessment. I did this because I want to explain to students why they received whatever letter grade it may be. I tried to place letter grades to this but I don’t know if I really achieved what I wanted. I don’t know if this would ever work in a classroom but it is something I want to keep working on. Hopefully this makes some sense because I had the hardest time trying to do this.
Julianne