Sunday, April 10, 2011
4/10
"The labeling of stages doesn't mean that the writing process is a linear series of neatly packed categories; rather, research has shown that the process involves recurring cycles, and labeling is simply an aid to identify writing activities" (Tompkins, p.52). "Murray believes at least 70% of writing time should be spent in prewriting" (p. 52). Topics of prewriting include: choosing a topic, considering the purpose for writing and the appropriate form, and gathering and organizing ideas for writing. I agree with Murray, but believe this is not the case in my classroom. The students are urged to begin writing as quickly as possible and because if this, I see many ill-written stories, much about what their plans for the weekend are, or a list of what they did the night before. In addition, Tompkins suggests that students always write a rough draft and later go back to revise their rough draft. I think this is beneficial for students, but my CT rarely has the students revisit their stories after they read it to the class once. I really liked the third-grade editing checklist on page 58 because this is a great way to allow students to have control of their own writing. This is not done in my classroom, but think it would be a great way for my students to be more independent and own their writing. Many times, students ask the CT or me how to spell words. My CT says try your best, and I do too, or sometimes I will help them sound it out by repeating the word slowly, pronunciating the best I can. "Reading and writing shoud be connected because reading has powerful impact on writing, and vice versa" (Tompkins, p. 390). I completely agree with this statement and think my studnets need to have more opportunity to write about the things they read as a class and independently. More often than not, the students are writing about things they do before and after school, but this is not academically stimulating, nor helping them think more critically about the things they see and read. Many times, students will ask me what they should write about, and I do not have good answers because the teacher gives them no direction, except to write. After reading this chapter, I will encourage my students to write about a book they recently read, or even the illustrations in a book they recently read or are going to read. Rose and Gabe, do you see similarities in these readings to the way your CT implements writing instruction? How do you two support your students' writing development this semester?
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I do see similarities in the readings to the way my CT implements writing instruction. There is a lot of repetition, practice, and free writing. In order to support the students writing development, I overlook their work in progress, and I am also very careful on the ways I help them. I do not give them the spelling of a word when they ask. I have noticed that the mistakes they make in their writing is due to lack of motivation. They get a bit lazy and have started relying on my help too much. So instead of just giving them the spelling of a word they are struggling with, etc. I ask them to sound it out first on a different sheet of paper. We write out their ideas of how the word is spelled and then look at them and I ask the student which one looks right. They usually get it. Most of the time they actually know how to spell the word or have spelt it before and it's just lack of motivation that holds them back, so I don't just give them the answers, I help them work through it so they will be able to use these tasks at home when they don't have anyone to help them out...
ReplyDeleteI was surprised when I read the Murray believes that 70% of writing time should be spent in prewriting. I thought this was a large percent of time focusing on what you will write instead of being active and actually writing. I do believe that a large percent of time should be spent in the prewriting stage, but I don’t believe it necessarily has to be 70% of your time. I have been taught throughout my education that prewriting is vital for good writers, but so it writing and re-writing. The first draft always needs improvements and it isn’t until your second or third draft till you are ready to submit your work. While reading Murray I wondered where he would place this time or rewriting and self proof time in. I agree with Tomkins on his ideas of revising. I also see my CT have students just being writing without any prewriting exercises. Part of me believes its because she wants them to just practice the skill of writing letters and doesn’t worry so much about how well they write and another part of believe it’s because of time. My CT focuses a lot of their time on centers that have to do with math and literacy. Although I think the centers are beneficial, I don’t think I will spend as much time as she allows for centers in my classroom; I see a lot of students simply talking to one another and don’t fully focusing on the task at hand.
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