Think Piece 2

           

            As I read Best Practices in Writing Instruction there were quite a few quotes that really had a significant impact on me.  In chapter one, the author is recalling the classrooms of effective teachers that he observed during part of his research.  He mentions that the most engaging classrooms are those that are overflowing with writing materials and books.  He notes that the classrooms are decorated with student work and pictures.  I could imagine these classrooms in my mind, especially when he wrote, “Soon, each classroom had its own address and ZIP code, and the students were in charge of processing and delivering all interclassroom mail” (Graham, 2007, p. 15).  It reminded me of an environment that was often created in many of my college classes in which my fellow classmates and I talked with one another about our writing and met periodically with professors to brainstorm and improve our ideas.  I realize that the success of my students will not come just from writing instruction, spelling, and grammar.  Students learn and develop their writing skills socially and through teacher modeling, continuous reading, variety in writing purposes, and with encouragement. 

            I also chose to read the article by David Peter Noskin called Teaching Writing in the High School: Fifteen Years in the Making.  He spoke about how his own theories and practices of teaching writing have changed over the years.  He has adapted himself from teaching writing in a linear model to creating a much more reciprocal method for his students and himself as a writer.  Writing is not a one way street of prewriting, writing, revising, and editing.  He spoke of his strong belief that teachers, especially teachers of writing, should practice was they preach; in other words, a teacher needs to model activities and assignments to students in order to ensure their understanding.  I also thought it was helpful when he mentioned providing students with a variety of brainstorming techniques; this way students are aware of the possibilities and can try them out in order to see what works for them during their own thinking and writing.

            Similar to the writers of Best Practices, Noskin also wrote that a classroom should be a learning community in which all members are welcomed and encouraged to share their thoughts and ideas.  The revision process in particular is a stage in writing in which students work with their peers.  Students need to be taught to read their work as an outsider would and welcome their peers to provide them with constructive criticism.  This may be difficult to do at first, however a teacher can model the revision process to the class by using a student’s work and asking the class for help to revise and refine the work.  Over time, their will be a gradual release of teacher responsibility and students will be able to effectively continue on their own.