Group items tagged

Students possess knowledge about written language and a variety of forms of writing; quality instruction reflects students’ experience and knowledge.

Writing is a social activity; writing instruction should be embedded in social contexts. Students can take responsibility in shaping the classroom structures that facilitate their work.

Writing is effectively used as a tool for thinking and learning throughout the curriculum.

The act of writing is an important way for students to learn by processing their ideas into coherent and organized form;Writing should be done across various curriculum areas and not be taught in isolation;Students should write for various audiences; At times, they may write just for themselves, for the classroom or, sometimes, for the world;Technology can be a useful tool for composing various forms of writing and media, including audio podcasts and video;Writing should be authentic and allow students to make connections between school and the world outside of school;Artistic elements and the concept of design play a role in the way that young people compose writing and other media;Reading quality books and stories of various genres provide an insight into the writing process and allow students to reflect, connect and utilize critical thinking skills;All students can succeed and improve as writers and readers and composers of multimedia.

Often, in school, students write only to prove that they did something they were asked to do, in order to get credit for it. Or, students are taught a single type of writing and are led to believe this type will suffice in all situations. Writers outside of school have many different purposes beyond demonstrating accountability, and they practice myriad types and genres. In order to make sure students are learning how writing differs when the purpose and the audience differ, it is important that teachers create opportunities for students to be in different kinds of writing situations, where the relationships and agendas are varied. Even within academic settings, the characteristics of good writing vary among disciplines; what counts as a successful lab report, for example, differs from a successful history paper, essay exam, or literary interpretation.

Whether one views these changes as positive or negative depends on how closely one believes writing should adhere to the conventions of formal writing we have hitherto accepted, and how much one supports the goal of establishing the student's authority as a writer. Some writing instructors philosophize that since e-writing tools and e-language will continue to change, they must teach what will not change: the connection between thinking and writing and the ability to articulate what one knows (Leibowitz, 1999). This standpoint will certainly encourage teachers to continue seeking more effective ways of using the e-tools in writing instruction.