Writing+Instruction+09

Myth: That writing assignments are to be designed to "measure mastery of content material and writing skills." Reality: Writing is one way for students to gain an understanding about material. Writing assignments should be designed in order to help students learn. Myth: What constitutes "good academic writing" is agreed upon by instructors in the different disciplines. Reality: For the most part, instructors agree on the general standards students need to achieve for writing across the disciplines, the agreement lessens as instructors define "good writing" for specific disciplines. Myth: Grammar drills are most effective in improving student writing. Reality: Writing needs to be taught hollistically. "Instruction that focuses on a context-based functional approach that illustrates how parts of language work together to create meaning" is the best way to teach writing effectively. ("Writing Now," An NCTE Policy Research Brief, 2-3)--Lindsey B.
 * What are some myths about school-based writing?**

In a word: choice. When students have choice "about topic, process, pace, approach, and audience," they are more motivated to work hard in the workshop ("Hard Trying and These Recipes," Nancie Atwell, 17).--Lindsey B.
 * What is the key to motivating students in a writing workshop?**

Students need to write regularly, so that teachers have time to build up the student's confidence. Confident writers are motivated writers. Conferences are also very important to motivating students in a writing workshop. ("Hard Trying and These Recipes," Nancy Atwell) - Stephany Weaver

"Writing is thinking." We use writing to communicate thoughts and what we know. As we write, we stumble across things we already knew, but didn't think to put down. Writing is a way that we express our feelings, knowlege, opinions, and experiences. Learning to write involves extensive reading and writing for "real audiences." Constructive comments offered while a student is writing is more effective than offering criticism after they have turned in a piece. ("What's Right With Writing," Linda Rief 32-3). --Lindsey B.
 * What do we know about writing and the teaching of writing?**

Students need "lessons about topics", "lessons about principles", "lessons about genres", and "lessons about conventions" ("Hard Trying and These Hard Recipes" Nancy Atwell, 16). Lesson about topics gives to students something to invest themselves in and engage with. Lessons about genres and lessons about conventions help them feel creative, because they get to explore different genres and conventions that they see in their readings. - Stephany Weaver

In “Hard Trying and These Recipes” Atwell writes about the importance of conferences with students about their writing, saying that “a good writing conference is a conversation that grows out of a personal relationship between an adult and a novice“ (p. 17). In addition to conferences Atwell thinks that “minilessons are at least an equal partner to conversations and relationships with individual writers” (p. 17). ~Amy

According to the NCTE Policy Research Brief “Writing Now” writing is “holistic, authentic, and varied” and thus writing instruction should reflect these three characteristics (p. 3). The brief states that writing is a non-linear, messy process and that in order to best teach writing teachers should use integrated rather than isolated lessons of different writing techniques, teach writing that “takes place in a real-world context and addresses real-world needs,” and prepare students for a “wide variety of writing” (p. 4-5). ~Amy

Linda Rief in “What’s Wrong With Writing” says that in order to learn to write well students need “time…choice…models…[and] response” (p. 37). Thus students need to have time to adequately develop their writing, a say in what they are writing about, good models not only from professionals but from peers as well, and constructive response through conferences with their peers and teacher. ~Amy