Guided Writing Process Analysis

Communication in writing skills for the past six weeks were standards information on different sorts of sources for rapidly flowing needs of today’s writers. This form of writing shows the role of strategies in writing on subjects. It demonstrated contracts between oral communication and written communication. The main ideas in this course discovery, objectives, critical thinking, and tension, valuing course resources time management, and cooperating with others (Giordano 2012). However, the skills for effective writing produce volumes of master’s level for the required resources in this way.

This entails working on the Seven Steps to Writing Success will be taught twice a week and writing tasks will also be included during literacy groups. Sizzling Starts and recounts will be the focus text in term one. Narrative and creative writing will be taught too and in both cases the emphasis will be on creating strong sentences with good structure. The lesson format for sizzling starts and narrative/creative writing will be explicit teaching to the whole class. My role as a teacher will be to identify the student’s level and provide appropriate feedback to support to move students toward the next level.

Kelly Gallagher discusses how to promote students’ writing in chapter four of Teaching Adolescent Writers. Gallagher assesses his students’ writing from the beginning to know where his classroom stands: “Each of my thirty-eight freshman students completed a timed writing piece on the second day of school and turned them in without their names on the papers” (73). This allowed Gallagher to assess his classroom as a whole instead of as individuals. He took this writing and sorted into piles he assumed were “heavy readers (defined as those who frequently read for fun),… moderate readers, and… light readers” (73). Gallagher based these predictions on the diction, sentence structure and variety, essay development, craft, and punctuation and editing skills (74). As Gallagher asserts, these predictions are not entirely accurate, but they allowed him to understand that the majority of heavy readers are skilled writers because they have an underlying foundation for their writing in their reading. This does not mean that all good readers are good writers. Gallagher asserts, “Reading alone does not explain why some of my readers write well and others don’t” (75). He goes on to create a formula explaining that reading paired with an “exposure to intensive hands-on writing instruction” lead to students becoming better

The author Calkins explained about Donald Murray’s process which consists on rehearsal, drafting, revision and editing. According to Calkins, most of the writers follow this cycle. Calkins interviewed many writers and each of them explained that none of them sit and immediately start writing. The stage of rehearsal is a state of readiness out which one writes Calkins explains. As teachers, it is important we write often to pass this habit to our students. Writing can be done in a personal notebook, often called journals. Calkins explains that teaching students to write often in a journal is important because it is a place of rehearsal and these ideas are seeds of great writing. Sadly, many students are not encouraged to write, therefore, they do not have the eye of a writer. An important goal for teachers is to “fill their students with a sense of so much to say and life of full possible stories.” For example, Calkins wrote about a teacher who had a ritual in her class. This ritual consisted of writing in their own personalized notebooks. By doing this, students were encouraged to write whatever they thought was important for

Reflecting at my own writing process and using my experiences as a way to shape my future practice as an English teacher, has brought light to the concepts of style, providing opportunities for multiple forms of writing, creating low-stakes writing opportunities, addressing authentic audiences, and establishing non-judgmental/safe space classrooms. Based on the theory that Milner et al. outline in the "Process Model," (2012, p.339) I would almost explicitly follow this pedagogy as a way to help students explore writing. For example, I would focus on the steps relating to revision (step 2), teaching multiple forms of writing (step 3), creating opportunities for teacher conferences (Step 4), and providing students with authentic, and divers audiences

Logan Pearsall Smith once said, “Fine writers should split hairs together, and sit side by side, like friendly apes, to pick the fleas from each other’s fur.” All be it an overwhelmingly disgusting image, Smith’s words are true when it comes the art and science of putting pencil to paper. In the classroom, students should be able to be vulnerable, honest, accountable and “real” in their writing so that they may grow to become better writers. It is the responsibility of the teacher to insure a quality learning environment that is conducive to these three factors. Observing the writing process and identifying the experiences within, be them personal, direct or indirect, contribute to how the educator teaches students using best practices.

Christine Love Thompson discusses strategies that she believes are the foundation to “good” writing in the article, “A Dose of Writing Reality: Helping Students Become Better Writers.” Thompson discovers that it is not correct spelling and grammar that makes a “good” writer; it is the voice of the student. She uses sources to support her claim that methods such as using graphic organizers and her constantly making corrections are not as effective as they seem. Thompson organizes the article to ensure better understanding of the process she went through to help her students become better writers.

Before beginning to teach the new writing strategies to Kemoni and the rest of the class, I will work with all the learning-disabled students to improve their phonics, spelling, and grammar skills. Because the students are older and have some language and reading comprehension deficits, the class will begin to work on their comprehension skills by incorporating reading pause and reflect techniques. I will assign short reading passages for homework and the students will be required to read, jot down the main idea and supporting ideas, and write a brief summary. Also, I will re-teach some basic phonics lessons which will help students to think when they come to unfamiliar words. Strengthening these skills will help students to become stronger

Reading and writing are two very important skills. These skills allow students to be successful, life long learners. Along with many other skills, one place students learn how to read and write is school. As an educator it is my job to ensure that students learn these essential skills, so that they can be successful, life long learners. It is important to know that writing-to-learn is different from learning-to- write. Writing-to-learn is different as the final product is not a piece that has undergone several edits (Knipper & Duggan, 2006). Writing-to-learn is the short informal pieces of writing that can be used in a lesson for students to reflect on subject matter and explore their own learning (Colorado State University, 2015). Where

The article clearly explains the need of a writer to plan on what they intend to write about before getting down to the actual work. While this is also a thing that Bromley covers in the work of 2003 where the chapter covers the writing process. From the chapter, Bromley places planning as the first step in writing any piece of work then followed by the other steps such as drafting, revising, editing, and publishing. This planning process which has been identified in both the article and Bromley gives the writer an insight of what the paper is to entail. It is realizable that when it comes to becoming a better writer is not a simple path but require determination from the interested party as for Bromley the interested party being the

Shared writing is an authentic learning process that helps students to learn necessary skills of writing process. In the instructional process of shared writing, teachers compose text together with the students (Ukrainetz, Cooney, Dyer, Kysar & Harris, 2000, p.334). I use the approach of writing aloud process with my students to describe and model out the different stages of the writing process. In this process, I combine the shared writing strategy by participating in writing, along with my students and provide guidance and support so that they feel confident to contribute their ideas and thoughts. Additionally, I guide my students to focus on the specific elements of writing to produce the final writing piece.

In the survey, ten respondents from the University of Mary Hardin-Baylor were asked a series of questions involving writing and the teaching of writing. Of the 10 respondents surveyed, there were eight females, and two males. One of the male respondents was a faculty member; all other respondents were

Writing is something I 've never liked or been good at doing. Just the thought of having to write a paper gives me a great deal of anxiety. I find it very difficult for me to sit down and begin writing, especially when I don’t get to pick the topic. While growing up school did not interest me. I didn’t have much support for my schooling at home. I never had help with homework and no one even seemed to care the least bit if I got bad grades. So I myself grew up not caring, school definitely wasn’t on the top of my list. Now that I 'm older, I see school is a very important part of life so I 'm more wanting and willing to learn. When I was asked to write about my writing process I felt as if I was in a corn maze trying to find the end. I was lost. Throughout my years in grade school I never thought of writing as a process. However, after reading the three articles Donald M. Murray 's "Write Before Writing" where he states the importance of pre-writing, Anne Lamott 's "Shitty First Drafts" where she states it is normal to write a shitty first draft and Nancy Sommer 's "Revision Strategies of Student Writers and Experienced Adult Writers" where she mentions revision and how its gone about with student writers and experienced adult writers. I now know writing is in fact a huge long process. Although I realize that what each one of them had to say can be useful to me, I feel Murray can help me with the resistance of writing, forces of writing and rehearsal for writing, to improve

Another part of the text that I feel is extremely important when teaching first and second grades is the way in which teachers should introduce these writing strategies. Teachers “think aloud to

Classroom writing tasks should reflect the ultimate goal of enabling students to write whole texts which form connected, contextualized, and appropriate pieces of communication.