Best Practices In Promoting Motivation for Writing

One of the first assignments I give my students is to write a letter of introduction. I always ask them to identify their strengths and weaknesses in writing. Many have stated that finding an appropriate topic is always difficult. Several have problems with their grammar and mechanics. Overall, many blatantly tell me they dislike writing because it's boring. They are not given choices, nor the opportunity to write in different formats. As a result, I frequently see a lack of self-confidence which affects student writing.

This chapter particularly resonated with me when recalled my previous units where I taught narrative, expository, and argumentative writing in a rigid format. Did I ironically turn my students against writing? In my haste to cover the NC Standard Course of Study and my county's pacing guide, I had forgotten what's truly significant-the students and their experiences. This chapter focuses upon the difference between intrinsic and extrinsic motivation in regards to writing. I feel that most students do see the purpose of writing, but fail to enjoy the activity due to past experiences. Like most teachers, I want students to write for their own pleasure much like reading. How can I help them to intrinsically appreciate writing?

Student writing should not only be equated with the adjectives authentic and useful. It must be a collaborative effort on the behalf of teacher and student. An instructor must make frequent use of opportunities where students can observe, record their thoughts, discuss, and authenticate their feelings through writing. To me, this could happen in any subject area. Students need to see writing not as an isolated activity. Motivation can only occur when students see writing being done in other disciplines. Children can write. The problem is can we as teachers address this before it's too late?

Graves Article

I firmly believe any student can be taught to write. However, a teacher cannot expect one technique to accommodate the needs of every pupil. That is a misconception which rears its ugly head during writing workshops (when the main focus is exclusively on the writing test). In the article Graves recalls a discussion with Nancie Atwell about a student who was unable to write from a personal narrative point-of-view. The student was eventually able to express his inner turmoil from a narrative stance. The instructor recognized the student wanted to compose the paper, but the approach did not fit his needs. Writing should allow the opportunity for a student to uncover the truth about his "wants." I agree with Atwell when she stated that "writing is a way to make sense of things" (2).

The author states that for children to have an authentic voice, the teacher must be the one to demonstrate the truth of situations. One must also be willing to help a student bridge the connection between their wants and the solutions which only authentic writing can provide. Teachers must be willing model the writing process by verbally walking the students through the steps beginning with topic selection, brainstorming, and stance. By allowing children to observe the "truth in writing," students will hopefully imitate this form.

Teachers who are willing to learn from their own writing are definitely risk takers. They often inquire what their students are learning from their drafts. They want each assignment to be meaningful and relevant. Oftentimes, students feel so removed from the topics, that writing remains an isolated activity. Educators must be willing to determine how to uncover the truth from each young writer.

I also feel like a hypocrite because I also must teach a "formula approach" to writing. I personally feel we as educators are doing our students a great disservice. Unfortunately, we also realize the consequences of not presenting this format. I remain very torn on how to approach writing. I wonder if anyone else feels this way...

Reflection on Chapter One

Writing, in my opinion, is a skill which must be taught in conjunction with reading beginning in the primary grades. Effective writing must be modeled and taught across the curriculum in a consistent manner. However, the authors of the text found that approaches to writing vary not only from school to school, but within the school itself. In addition, other factors such as classroom environment, engaging lessons, and the practice of displaying student work can all contribute to a successful school-wide writing program. The authors further discuss how writing practices must not be solely based on state department expectations and/or standardized testing. A commitment of good writing instruction will improve test scores. More importantly, it will enable even the youngest student to effectively communicate his ideas.

Best practices in writing cannot occur without direct input from the teachers; each writing instructor plays an integral role. Therefore, vertical alignment in writing is a necessity. Each teacher must be passionate about their role in cultivating a reading and writing curricula which meets each child’s individual needs. In turn, this will create a “need to improve” attitude (23). Unfortunately, not all school systems have the funding to send their educators to writing workshops. I have also talked with recent college graduates who have little or no experience in teaching the writing process. This can greatly affect the success or failure of any child as described in pages twenty-two through twenty-four.

One negative criticism of writing instruction is the attitude of my colleagues. I have taught middle and high school in two different states. Yet, I hear the statement, “It’s the job of the English teachers to do writing.” Am I the only one who is bothered by this negativity? And if you teach grades four, seven, or ten it’s all on you!! How can we ensure everyone is implementing writing appropriately? I have participated in Write for the Future where students learn how to write for problem solution and compare and contrast essays. When the English teachers mention simple things such as having students write in complete sentences in health (for example) immediate friction occurs? Why is that?? Workshops are crucial to help educate teachers on the latest techniques, but can’t we share the responsibility?

I do agree with the authors that writing is a time consuming process. However, if it’s done correctly whether in journals, peer editing groups, or more formally children can and will benefit.