3 Things I learned:
1) The teaching of writing should assume students will begin with the sort of language with which they are most at home and most fluent in their speech. That language may be a dialect of English, or even a different language altogether. The goal is not to leave students where they are, however, but to move them toward greater flexibility, so that they can write not just for their own intimates but for wider audiences.
2) Writers often talk in order to rehearse the language and content that will go into what they write, and conversation often provides an impetus or occasion for writing.
3) Writers have a definite idea of who will read their words, not just a generalized notion that their text will be available to the world.
2 Things I found interesting:
1) Writing conferences, wherein student writers’ talk about their work with a teacher, who can make suggestions or re-orient what the writer, is doing, are also very helpful uses of talk in the writing process.
2) Writers start in different places. It makes a difference what kind of language a writer spoke while growing up, and what kind of languages they are being asked to take on later in their experience. It makes a difference, too, what kind of culture the writer comes from, the ways people use language in that culture, and the degree to which the culture is privileged in the larger society.
1 Question:
1) In what grade should students begin learning the writing process?
Related Source:
Here is the actual link to the National Council of Teachers of English. It is jam packed with goodies that we, as future teachers, can benefit from.
Resources:
NCTE Beliefs About the Teaching of Writing. (n.d.). Retrieved from http://docs.google.com/document/d/1kBob4rwoBfMr5KibZlGhE7RopH9ZVrXij2XWhbNzeVk/edit?hl=en_US&pli=1#
Kindergarten!
ReplyDeleteI would say I'm surprised because the students are so young, but the more I think about it the more I agree with teaching them about it early on.
ReplyDelete