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
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