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?
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So, we can help our students discover their interests-what they are interested in and care about, but it doesn't stop there. As teachers we also have to make the writing "interesting." Do you feel like you are able to do this with your students-not only engage them in "authentic" writing tasks but also make the writing "interesting." Did this chapter offer useful suggestions to you?
Thanks Nicole!
So far this has been a very useful textbook. I do think students are detered by writing because the prompts are so far removed from their lives. For example, the year 2006 writing test had the tenth graders write about the policy "no pass, no play" after reading a selection. For the students who were athletes in my classroom, they could identify with this issue and could elaborate on personal examples.
Those students who cannot relate are often penalized and their ideas are regarded as inferior. I try to allow my students the option of writing on a variety of topics from different points-of-view. I believe the writer's notebooks will fill the void most students are experiencing especially in grades where there is a state writing test.
As a former fourth grade writing teacher, you know how it ultimately boils down to what happens the first week in March. I tell my students that I have a "formula" they all must learn for the test. The rest of the time I attempt to demonstrate what "real writing" looks like. We read stories by various authors and study the elements contained within the piece. Then I try to have the students incorporate the techniques into their papers.
In about three weeks my team partner and I (he teaches Civics and Economics) will have the students responding to magazine articles and they will be writing about the events which directly affect them. I want to integrate both my writing expectations with my partner's curriculum. We anticipate this process will create writers who observe and respond to the world around them.
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