This page will contain comments and ideas from Table 4.
How can we help students write successfully across scholarly disciplines?
– Students have to know what is expected.
– Highlight key verbs in the assignment.
– Giving the students a lot of details on what to do gives them direction on how to get to the point without narrowing their ability to connect to their topic.
Media’s portrayal of teachers
– disconnection from students personal situation
The assignment requires the student to gain insight into their profession and how that profession fits into a larger world context. The student cannot just regurgitate data, they are forced to realize how their research applies to them and their relationship with their world community. This would be an awesome assignment for high school students to connect and bridge the gap with their identity in the media and the world community. This would also allow for students to get interested in writing and realize how writing processes can help them explore ideas that matter to them (including the disciplines they have the most interest in).
Why do we separate subjects in junior high and high school when in university students require a knowledge that spans all disaplines?
We need to get the subject areas working together to promote student writing abilities.
What is your context for writing?
– In elementary there is no exam to be judged by, students can engage more with the writing process and their process in developing ideas.
– Diploma exam puts constraints on content.
– Students need to develop ability to write in specific contexts.
– Time limits in the classroom
– Lack of space in the classroom
– How do we teach the subject but also prepare the students for what comes after high school?
How does your context shape or constrain your evaluation of writing?
– In elementary, we can focus on the ideas in the writing.
– Because of examination and students need to develop certain writing abilities we have to focus more on mechanics in high school (especially 30 level).
– Using peer editing to give feedback in a timely manor.
Using poll everywhere:
– Students are more willing to explore ideas anonymously.
– This allows for students to respond in their own time and in their own space.
When you are held accountable for your comments to your students you can give more effective feedback for their writing. (Give comments on writing in front of the group, give comments verbally)
Understanding students constraints on themselves…
– We need to help students break out of their own preconceived notions about their abilities as writers.
– If students can become confident in their writing ability they will become better writers. Sometimes students can become more confident just by knowing the context and audience they will be writing for.
– Marking “as is” makes the student realize that their writing is a process. They can get feedback and then go back and revise.
Consistency is key! Students have to realize that they need literacy in every subject and discipline.
What do you value in your own writing?
– Linking personal writing and public writing
– The personal nature of writing, develop a personal voice that is just yours!
– Try to be yourself. Students try to sound ‘smarter’, work against this in your teaching.
– A way to start writing.
– Forces you to keep your audience in mind.
– Allows me to link my personal experiences with the world community.
– Everything is connected and writing allows me to break into that.
– Invite yourself into the world.
– Sharing your writing automatically inputs a purpose into your writing.
What do you value in your students writing?
– Does your writing ever become what you imagine it to be?
– Students should share their feelings and themselves with me.
Time constraints, curriculum, and expectations effect students ability to love writing and to enjoy the writing process. How do I, as a teacher, balance meeting the expectations with developing students’ interest with writing?
What matters about writing?
– Is it true? Does it matter? Is it relevant?
– Writing works against the fear and against the disconnect.
– What is true for us? what applies to our world?
– In reality we do have to prepare our students for the diploma exam, we have to give them marks. Do a four day work shop with your class to prepare for the exam. The rest of the time allow students to have fun and enjoy the writing process.
– Students need to know that you want to hear their thoughts.
– If you are afraid to write it, then it is probably worthwhile.
– What is your voice?
– When someone has a voice you can tell they are a witness to the world and that they are a participant in the world community.
– Why would ever ask a student to speak in someone else’s voice before they have been able to reveal their personal voice?
– Student’s need time!
– Look at the content and the message first.
– “The Poet”
As educators of writing we need to find out what students value and go from there. It is important to help students link their personal narrative to their academic writing experience.As teachers we can find connections between what we do and what we know other people are doing and what our students are doing.
Once we figure out what we value in writing, what do we do with it in our practise?
– Writing narratives helps students connect to the writing process.
– Experiencing writing early, even narrative writing, helps students when writing at higher levels (high school and university).
– Help students to link the narrative writing they feel comfortable with in elementary school to the academic writing they are required to do later on.
– Could anyone else have written this piece exactly how it is? The answer should always be no!
– University students need to provide evidence for their ideas and link personal experiences to the purpose of the writing.
– Writing needs to be on a regular basis to capture things that excite the student.
Overall Robin Values:
– Linking narrative to public writing
– The writing process
– Practising with writing
What do we value in writing?
– Writing for an audience (is content valuable to the audience)
– Basic mechanics
*Keep in mind: Are you reading as the audience or as the editor?
– Writer has a clear voice and argumentative attitude
– Writer has passion on the subject
– Made an effort to organize the paper
– Included a clear thesis and position
– The title invites audience’s own bias
– No research or proof to support the facts
– Mechanical errors distract from the writer’s credibility
– Lacks Validity
– Lacks personal connection to audience
– Implied reader’s background knowledge, could embed more definitions
– No organization to the arguments, merely just a list of facts
**Students need to realize that their writing not just about them. The way the audience interprets the writing is most important.
Why are you here?
– How to help kids who are “stuck” at the beginning of the writing process? How do I get students in the writing process?
– How do i expand my process of writing, as well as my students idea of writing?
-exploring the individuality of writing and the necessity of writing to the process of communication.
-getting students to see the value in their ideas and in their writing
-How can we foster a love for writing in students at different grade levels?
-How can we get away from just teaching writing and move towards teaching students to be comfortable with others hearing their voices and their story?
-Writing gives you a sense of power against nerves and fear.
-How can we put the fun and exploration back into writing?
-What do the grades we give have to do with the actual writing process?
– How can we prepare high school students for their evaluations while at the same time preparing them for post-secondary and real life?
– We are missing the step of connecting students to their own voice before getting them to portray a contrived or assigned voice.
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