Write Now

Publishing and celebrating writing are essential phases of writing (Kirby,D., Kirby,D.L. & Liner, T.,2004).  Many times I have heard my students ask me if they were going to have to read their writing in front of the class, and when I respond by telling them that they do, I have found that the quality of their writing improves simply because of the designated audience. Writing becomes real when it has an audience (Kirby,D., Kirby,D.L. & Liner, T.,2004). When student know that their writing will be shared or possibly even published, their writing becomes authentic.

 Computers are powerful tools for writing and researching, (Kirby,D., Kirby,D.L. & Liner, T.,2004) but there are many cautions that teachers must take in order for students to use computers successfully.  Students need to be taught how to avoid plagiarizing and how to view printed and finished work. Teachers also need to consider that not all students enjoy using computers and that they will not use computers at the same phase in the writing process.

 In addition to those concerns, it is equally important to keep an accurate log of how productive students are when they are in the computer lab. The computer lab time log provided on page 245 in Inside Out, is a great resource to track this progress.

 While there are obvious benefits of utilizing computer labs, my biggest concern is that they are not accessible. We have two labs in our entire building and they are often overbooked.  Besides, even when I am able to bring my students to the computer labs, there are usually several computers that are either not working properly or missing components that make it impossible for students to complete their writing assignments.

 But regardless of the challenges teachers face when attempting to publish students’ writing, it is still a worthy and noble task.  Publishing gives the writer an audience, and the writing task becomes authentic (Kirby,D., Kirby,D.L. & Liner, T.,2004). Publishing is a primary reason for the writing to be important enough for the hard work of editing and proofreading (Kirby,D., Kirby,D.L. & Liner, T.,2004). Publishing involves the ego, which is the strongest incentive for the student writer to keep writing (Kirby,D., Kirby,D.L. & Liner, T.,2004). Publishing is important, and should be encouraged.

Kirby,D., Kirby,D.L., Liner, T. (2004). Inside out: Strategies for teaching writing. Portsmout, NH: Heinemann

The grading of writing is probably the most difficult tasks English teachers face. We often feel overwhelmed by the quality of writing assignments as well as by the amount of time necessary to adequately grade these assignments. But whether we like it or not, writing is a component of every literature classroom, grading writing is something we cannot avoid.

I must admit that I usually use a performance system when grading written work. If the student does the assignment, he or she gets the grade. This especially applies to homework or short writing assignments. One advantage of this system is that it is efficient; I usually get through work quickly. But, I also recognize that I may be assigning full credit to poor quality work. Students can pick up on this and use it to their advantage.

I also like the non grading approach because it emphasizes progress and encourages students to focus on their writing behavior rather than to agonize over grades. However, I know that teachers can be hassled by parents and administration if they use this system.  The benefits the non grading approach brings to students may not be worth all the stress it brings to the teachers of writing.

The most effective approach to grading and evaluating writing is probably the holistic grading approach. This approach focuses on the piece of writing as a whole and on those features most important to the success of the piece(Kirby,D., Kirby,D.L. & Liner, T.,2004). This approach is quick and efficient and leads to consistent rating because the rater uses the same carefully developed criteria on all pieces of writing. I will still occasionally utilize the non grading system and the performance systems, but I will find the time to grade more essays using a holistic grading approach.

Overall, I still believe that the best thing I can do to help improve my students’ writing is to respond positively and to be encouraging. Positive comments do more for building confidence and promoting learning than all the red ink marks teachers can ever put on papers(Kirby,D., Kirby,D.L. & Liner, T.,2004).

Kirby,D., Kirby,D.L., Liner, T. (2004). Inside out: Strategies for teaching writing. Portsmout, NH: Heinemann

I have mixed feelings about writing about literature. On the one hand, I know writing and literature are reciprocal, meaning-making processes that fit naturally together and that are most suitably taught together (Kirby,D., Kirby,D.L. & Liner, T.,2004). It is impossible to teach writing without incorporating some type of literature. But at the same time, I sometimes view literature separately from writing because I personally want my students to enjoy reading and not feel as if it is a task that always has a writing assignment attached to it. I want them to be able to read for enjoyment. Let some of the reading be done for sheer pleasure (Kirby,D., Kirby,D.L. & Liner, T.,2004). Not every reading assignment needs a writing assignment (Kirby,D., Kirby,D.L. & Liner, T.,2004).

The fact that the syllabus for the class we teach has the word literature instead of composition in its title does not release us from our responsibility for the growth of our students as writers (Kirby,D., Kirby,D.L. & Liner, T.,2004).  The focus of classroom instruction cannot be primarily on literature, as writing and reading go hand in hand. But often times I feel as if there is not enough time to sufficiently address them both. Perhaps there should be composition courses offers at secondary grade levels. Or maybe writing can actually be valued across the curriculum. But until that becomes a reality, which will likely never happen, literature teachers must effectively address writing in literature class.

It is important to remember that students of literature should write everyday just like students of writing. One of the best ways for students to experience literature through writing is now classic “creative response” ( Kirby,D., Kirby,D.L. & Liner, T.,2004).  During the response, students are encouraged to react personally and honestly in writing to a piece of writing that moves them (Kirby,D., Kirby,D.L. & Liner, T.,2004). I have always found that the best student writing I receive is usually a creative writing assignment.  If more creative assignments can be connected to literature activities, my students will likely become stronger, more confident writers.

Kirby,D., Kirby,D.L., Liner, T. (2004). Inside out: Strategies for teaching writing. Portsmout, NH: Heinemann

I  am going to say something that English teachers should never say…I hate poetry. I have always been a literal thinker and I have struggled with poetry since grade school. After teaching for five years, however, I am becoming a little more comfortable with it.  It is still my least favorite topic to teach, but I am managing.

One thing I noticed after my first year of teaching poetry is that my students really enjoy the poetry unit.  I think what they find most appealing about it is that their options are endless. In poetry, writing must be planned, but there must also be freedom for the students to explore their own forms of expression (Kirby,D., Kirby,D.L. & Liner, T.,2004).  I have always tried to create a learning environment where my students feel comfortable enough to write as they please, about topics of interest to them, particularly when teaching poetry. Whenever possible, remove the restrictions, give them their heads and be receptive to their efforts (Kirby,D., Kirby,D.L. & Liner, T.,2004).

What I struggle with the most when teaching poetry is my uncertainty of how poetry should be graded. I usually just give students full credit if they completed the assignment, but I often feel like the quality of student work would improve if my grading was more varied.

While I face many challenges when interacting with poetry, there are a few things that I believe I do well. I successfully use music as a venue to teach poetry. This often leads to students making immediate personal connections to the text. In addition to that, I have always used the name poem to introduce the poetry unit and I have found that the name poem instantly gets students excited and interested in poetry.  

The essay is much easier for me to teach because we utilize the Jane Schaffer writing model and we teach formulaic writing. Although I am not a huge fan of the Schaffer model, I know it is useful on standardized test so I teach it to the best of my ability. I try to introduce topics through stories, surprising statistics and complex statements that I know will grab their attention, and then I allow them to discuss these topics with their peers. The most successful teachers of the essay expend a good deal of energy and time helping students find worthwhile subject matter about which to write(Kirby,D., Kirby,D.L. & Liner, T.,2004).  I personally find it difficult to write a good essay about an uninteresting subject, so I choose my topics carefully and encourage student input as well.

I welcome any suggestions on teaching essays the non formulaic way (which is the only way I have ever been taught) in addition to suggestions to the challenging task of grading poetry.

Kirby,D., Kirby,D.L., Liner, T. (2004). Inside out: Strategies for teaching writing. Portsmout, NH: Heinemann

I have struggled with grammar from elementary school all the way through college.  So, it is not surprising that it is difficult for me to teach it in my classroom.  I know that grammar is important, and I know that I am responsible for teaching it, but students HATE grammar. And I can’t say that I blame them. I never have been and I never will be an expert at grammar and I am completely okay with that. After all, we need to stop expecting students to be Grammarians in middle and high school when we, ourselves, are still learning (p. 87).

 I’ve read the works of Constant Weaver and Harry Noden.  I understand that grammar and language use are inseparable and therefore should not be taught as separate entities (pg.81).  I recently started using twenty minute grammar mini-lessons once a week and I have had some success with the mini-lessons. But my students still hate studying grammar. 

 I guess I consider myself a bidialectist, which means that I recognize and respect the dialect of students while trying to nudge them toward Standard English (pg.80).  I do expect students to turn in formal essays that are written in Standard American English but I generally let them use a dialect of their choice when they are either writing for themselves, writing for each other, or speaking.  I think one of the main reasons my students do not enjoy grammar is because they don’t like being “corrected”, especially when they are speaking.  Other English teachers at my school avoid teaching grammar altogether because they stress that the majority of the graduation writing test is on style and ideas.  Conventions are only worth twenty percent so unless the students grammar is so poor that their essay is incomprehensible, the focus of our teaching should be on other areas.

I am always curious to learn new strategies that may assist me in teaching grammar.  I liked the idea of using podcasting as a way to proofread writing.  Proofreading forces students to focus on grammar in order to edit their work. Indeed it can be used to make students willing to rethink and revisetheir writing to make it not only clear and precise but also engaging for readers (Davis a& McGrail, pg. 522). This will definitely improve student writing.

I would like to know what strategies other English/Language Arts teachers use to teach grammar. How often do you teach it? Do you see it as a necessity? Do you correct students when they are speaking grammatically incorrect? This is an area in which I continue to struggle. I appreciate your help.

Davis, A., & McGrail, E. (2009). Proofreading with podcasting: Keeping readers in mind as students listen to and rethink their writing. The Reading Teacher, 62(6), 522-529.

Chapter four included some great ideas for supporting students’ craft development in digital writing.  The photo essay stood out in my mind the most because I am currently taking a graduate class in visual texts and I am learning how powerful they can truly be. Visual texts are not often used in classrooms, especially at secondary levels, but they can be very effective, especially for students that struggle with written text. I don’t necessarily think that the photo essay should replace the traditional written essay, but I do think it can be incorporated into a writing class.

 I also loved the idea of creating an “I Believe” podcast. The concept of podcasting is very new to me, but it is an area that I would enjoy exploring with my students. The lesson plans seem simple to follow as long as the necessary technological means are provided.

 I do understand that following copyright laws will be problematic for teachers as classrooms become more digital.  I do think teachers should be responsible for ensuring that students are aware of copyright laws, particularly when citing sources. But I do not want that to discourage teachers from using technology. 

 It is difficult to use technology in my classroom, it is not always accessible and there are always challenges, especially because I am not tech-savvy. But I do think it is necessary for 21^st century students and I plan on doing the best I can with the resources I have.

Hicks, T. (2009). The digital writing workshop: Learning to teach digital writing in K-12 classrooms. Portsmouth, NH: Heinemann.

 McGrail, J. P. & McGrail , E. (2009). What’s wrong with copyright: Educator strategies for dealing with analog copyright law in a digital world.             

        Your genuine, positive response to the good in their writing is essential, more important than anything else you do (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg. 77).

       There are many ways teachers can support students’ craft development, but the best things teachers can do is to positively respond to students’ writing.  Writing can be challenging for students for many reasons. Some struggle with transferring thoughts and ideas onto a piece of paper, others with writing for a grade instead of for pleasure, and then there are those that just can’t construct a masterpiece in a limited amount of time.  But regardless of the reasons why students find writing difficult, the best thing a writing teacher can do is to build confidence in novice writers by designating writing topics that help students discover their individual voices. Our job as teachers is to help student writers find a voice in each piece they write Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.76).

       Activities such as collecting dialogues, which concentrates on careful listening to speakers and writing for an audience, multi faceted self portraits, where students write a multifaceted portrait of themselves from various points of view, and mad/soft/fast talking, where students show the techniques they use automatically and intuitively in their own writing, all demonstrate voice to students and show students powers they have in writing.  But when conducting these activities, teachers need to be mindful of the purpose. The point is for students to stretch their own writing voices, not to become novelists (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.86).

            Another important factor to remember when assisting students in craft development is to make sure that the teacher is not always the audience.  In schools, most writing is done for the teacher and the very structure of schooling limits the possible audiences for students’ writing (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.93). The key is to be one audience and not the only audience (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.94).

       The bottom line is that writing teachers need to find engaging ways to help students find and develop their voice and that teachers need to be aware that students need multiple audiences.  And when students find that voice, and write for that audience, teachers need to build confidence in students by responding positively.  It is okay to step away from the formal essays for a moment and give students the opportunity to find themselves through their writing. After all, formal essays are written only in English class and then as an excuse to “get them ready for college” or to pass the assessment test”—which can usually be passed anyhow with a piece of writing that exhibits a fresh, lively voice, along with some control of language, form, and the traditional conventions of written expression (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.90).

Kirby,D., Kirby,D.L., Liner, T. (2004). Inside out: Strategies for teaching writing. Portsmout, NH: Heineman

If educators manage to shift their focus away from recognizing errors in writing and start paying more attention to helping students build confidence and find their own voice, student compositions would likely improve. The more personal writing students construct, the better writers they become. Personal writing is a great way to get students started. Personal writing is the natural place for students to begin to develop fluency by rendering experiences into words on paper (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.42).  Educators need to put off concerns about correctness until students can produce writing that is worth correcting. Teachers of writing are responsible for assisting students in finding their voice. When we deny students their unique, individual voices in their writing and even in much of their speaking, we cut off much of their authentic ways of knowing themselves and the world; we cut off their authentic self expression (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg. 43).

The journal is an indispensable tool for any writing classroom. It provides writing practice for everyone using it, regardless of level. Instead of being corrected and graded, journals should be shared. Sharing writing is important for its own sake and is a powerful motivator for further writing (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg. 47).  While other personal writing strategies such as freewriting, spontaneous writing, movie sound tracks and memory writing are effective, nothing quite compares to the power of a journal.

                Another useful method to get students started in writing is by having them creating a blog.  Creating a blog is a very simple task, even for teachers and students that are not technologically savvy.  It can be used in addition to, or in place of the journal.

                The biggest challenge, other than getting students started, is deciding what and how to assess their writing.  While most teachers prefer not to mark up a student’s essay, sometimes it is hard to decide what errors to address and which ones to overlook. But, regardless of the grading, assessing and correcting that comes along with the teaching of writing, the most important thing is to give students meaningful topics to write about, and encourage them to become authentic and effective writers.

Kirby,D., Kirby,D.L., Liner, T. (2004). Inside out: Strategies for teaching writing. Portsmout, NH: Heineman

Learning Environments

I never really took much interest in decorating my room.  I figured that was a task for elementary school teachers, maybe even middle school teachers, but definitely not high school teachers. As long as I had a few posters on the wall, some student work on a bulletin board, and enough desks and textbooks for all my students, I thought my classroom environment was fine. I was wrong.

Now I am beginning to realize that students need to see that I do put effort into creating a comfortable learning environment, particularly because I am a teacher of writing. The fact that you have done something with your room is a signal to students that you care about the writing environment (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.24)  Displaying student work throughout the classroom instills a sense of pride in all contributors. The focal point of any good writing class is the display of student products (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.24).

The writing class must feel like a safe place (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.26). Although I am not exactly sure how this “safe place” is created in my classroom, I do believe that students are comfortable enough to share their thoughts and feelings through discussions and writing, without being judged or criticized.  But I think this is mostly a result of good classroom management.  Teachers need to stress that they have zero tolerance  for any statements intended to hurt or offend others.

I am curious to know how a small classroom or even a trailer can be structured so that when students are writing, they are in some sort of separate environment.  The writing portion of your class should feel different from the other activities that occur within the normal routines of your class (Kirby,D., Kirby,D.L. & Liner, T.,2004, pg.41).  I remember taking a creative writing class in high school and what stands out in my mind the most was the fact that we were allowed to write practically anywhere in the classroom. We could sit on the floor, the window sill, the heaters, the desks and occasionally in the teacher’s desk chair.  We would also walk around the building or go outside or sit in an empty cafeteria and just write for an entire period.  I think I produced some of my best writing in that class.

Needless to say, I am beginning to become more aware of the impact the learning environment has on the student writer. What other factors are equally important?

Kirby,D., Kirby,D.L., Liner, T. (2004). Inside out: Strategies for teaching writing. Portsmout, NH: Heineman

This is a question that many English teachers, and students, would probably like to have answered. The problem is that this question may be unanswerable. Why? Because writing is subjective.

Good writing is writing that touches readers on a personal level (Kirby,D., Kirby,D.L. & Liner, T.,1004, pg.214).  If a reader is engaged or interested to what he or she is reading, then it is very possible that they are reading a good piece of writing.  Maybe it merely has to do with with making personal connections to written text.

The two main attributes of good student writing is that it is interesting and that it is written with technical skill (Kirby,D., Kirby,D.L. & Liner, T.,1004, pg.114).  Technical skill can be measured, scored and graded. But how can interesting writing be assessed? What may be interesting to students may not be interesting to teachers.  So who is the audience? Who are students writing for?

I think one of the biggest challenges for writing teachers is to avoid the temptation to conceive of the writing process as a prescription (Kirby,D., Kirby,D.L. & Liner, T.,1004, pg.14).  Many school districts are starting to use formulaic writing models.  Formulaic writing has a way of leveling the playing field and clearly identifying expectations for composing a written text, particularly an essay.  Typical expectations for formulaic writing include a certain number of concrete details and commentary for each paragraph. The topic sentence usually has a specific placement within a paragraph and the paragraphs are usually the same lengths.  The problem with formulaic writing is that students focus so much on following the formula that the content and the substance of their writing is often neglected.  They end up writing to please instead of using writing as a means of expression.  It limits their individuality and creativity and forces them to write alike.

I guess the underlying question is whether or not a concrete answer for the question, “What makes good student writing?” even exists.  Is good student writing grammatically correct? Is it interesting? Does it follow a certain formula? Is it good writing if it is receives a  high score? Or is good writing simply dependent on the intentions of the writer and the reactions and response of the reader?

Kirby,D., Kirby,D.L., Liner, T. (2004). Inside out: Strategies for teaching writing. Portsmout, NH: Heineman.