I definitely agree with this chapter. How can we expect our students to be wonderful writers just by us telling them what to do? We have to show them how by giving them our own thought process of how we write. We learn through experience and example.
I definitely agree. We can't just expect to give them a list of do's and don't's and hope they become better writers. We have to let them explore and gain that experience on their own. This is extremely important. This delves into the idea of mastery, a key component in intrinsic motivation.
I really enjoyed going through this section of writing workshop this week, especially since I am working on argumentative writing with my students. I am working on letting them become better writers through their own exploration of augmentative writing and providing them with the proper support. So many students do not even know the basics in creating an argument. Therefore, I am providing them with pre-writing and post-writing tools to help them make sure they are incorporating every aspect that create a good argumentative essay. I'm not focused on grammar just yet, but helping them learn all the necessities. The students are also allowed to choose from a list of topics that they have created. I am working hard to make my writing assignment as autonomous as possible and give them the support they need to know they can become great writers. Also, getting them to practice and experience writing is the only way to truly give them as much as support as possible. This is why I incorporated an entire pre-argumentative writing essay that used all the tools, but helped the students get a taste of what they have to do in argumentative writing. However, I would really like to have as many suggestions as possible to incorporate aspects of writing workshop into my lesson. Any suggestions?
I have always been a big fan of showing students that we are not only guides in learning but also human beings who are far from perfect. I love that Atwell talks about tearing down the walls and showing every nitty gritty detail of her own writing processes. I feel that this practice is extremely valuable in helping to build students' confidence. Students feel far less intimidated when they know that they do not have to get everything right in their first attempts at writing. Even teachers who have been writing for years make mistakes and have to make revisions. Anything that relieves pressure for students and opens them up to the world of writing, in my book, is a step in the right direction.
I completely agree. I have bonded with my students probably the most when I have made some sort of slip up or mistake or shared my short comings with them. They need to know we are human and it's ok for them to be as well! Especially the first time they try something, I make sure to tell them that I don't expect perfection, that's not realistic, but I do expect them make mistakes and learn from them.
Yes, Although my students know I am not perfect, it is amazing for then to see the process of writing for me. it is very messy and by showing them how difficult it is for me makes them realize writing is not something that can be done in one sitting.
I really like Atwell's grading process. Writing is so personal that any other form of assessing would be subjective. Too much of a teacher would come through in typical assessing. Atwell wants her students (and I do as well) to become the best writers they can become. I think that by questioning themselves and through the writing efforts she puts them through, they can realize where they have put forth effort.
I really liked the grading too! I agree that writing is personal and I wouldn't want someone marking up my work. I do want suggestions and advise, but not take-over changes.
This is a great chapter and has given me many wonderful ideas. What I struggle with the most is getting my students to understand that their first draft is not the final copy. They feel they have done the writing and do not need to revise it for any reason. This chapter shows them not only why they need to revise but how.
I have trouble with one draft writing also. I have started requiring MARKED rough drafts and count them as a separate grade to get the students to revise and edit. It is a struggle every time but they are learning.
I definitely agree with this chapter. How can we expect our students to be wonderful writers just by us telling them what to do? We have to show them how by giving them our own thought process of how we write. We learn through experience and example.
ReplyDeleteI definitely agree. We can't just expect to give them a list of do's and don't's and hope they become better writers. We have to let them explore and gain that experience on their own. This is extremely important. This delves into the idea of mastery, a key component in intrinsic motivation.
DeleteI really enjoyed going through this section of writing workshop this week, especially since I am working on argumentative writing with my students. I am working on letting them become better writers through their own exploration of augmentative writing and providing them with the proper support. So many students do not even know the basics in creating an argument. Therefore, I am providing them with pre-writing and post-writing tools to help them make sure they are incorporating every aspect that create a good argumentative essay. I'm not focused on grammar just yet, but helping them learn all the necessities. The students are also allowed to choose from a list of topics that they have created. I am working hard to make my writing assignment as autonomous as possible and give them the support they need to know they can become great writers. Also, getting them to practice and experience writing is the only way to truly give them as much as support as possible. This is why I incorporated an entire pre-argumentative writing essay that used all the tools, but helped the students get a taste of what they have to do in argumentative writing. However, I would really like to have as many suggestions as possible to incorporate aspects of writing workshop into my lesson. Any suggestions?
ReplyDeleteI have always been a big fan of showing students that we are not only guides in learning but also human beings who are far from perfect. I love that Atwell talks about tearing down the walls and showing every nitty gritty detail of her own writing processes. I feel that this practice is extremely valuable in helping to build students' confidence. Students feel far less intimidated when they know that they do not have to get everything right in their first attempts at writing. Even teachers who have been writing for years make mistakes and have to make revisions. Anything that relieves pressure for students and opens them up to the world of writing, in my book, is a step in the right direction.
ReplyDeleteI completely agree. I have bonded with my students probably the most when I have made some sort of slip up or mistake or shared my short comings with them. They need to know we are human and it's ok for them to be as well! Especially the first time they try something, I make sure to tell them that I don't expect perfection, that's not realistic, but I do expect them make mistakes and learn from them.
DeleteYes, Although my students know I am not perfect, it is amazing for then to see the process of writing for me. it is very messy and by showing them how difficult it is for me makes them realize writing is not something that can be done in one sitting.
DeleteI really like Atwell's grading process. Writing is so personal that any other form of assessing would be subjective. Too much of a teacher would come through in typical assessing. Atwell wants her students (and I do as well) to become the best writers they can become. I think that by questioning themselves and through the writing efforts she puts them through, they can realize where they have put forth effort.
ReplyDeleteI really liked the grading too! I agree that writing is personal and I wouldn't want someone marking up my work. I do want suggestions and advise, but not take-over changes.
DeleteThis is a great chapter and has given me many wonderful ideas. What I struggle with the most is getting my students to understand that their first draft is not the final copy. They feel they have done the writing and do not need to revise it for any reason. This chapter shows them not only why they need to revise but how.
ReplyDeleteI have trouble with one draft writing also. I have started requiring MARKED rough drafts and count them as a separate grade to get the students to revise and edit. It is a struggle every time but they are learning.
Delete