The following list are six take aways that I have gotten from ENG 315 about writing instruction. The six topics are shared writing, inventive spelling, genre with purpose, mini lessons, revising, build writing into daily schedule, and integrating writing and reading together. Throughout class discussions, chapter readings, article readings, assignments, and writing placement, I was able to understand the following aspects of writing more concretely.
Revising:
Revising was a topic we talked about one week after we read, had a class decision, and did an revision activity online. Before coming into class, I do not think I really took the time to know the difference between editing and revising. I think that I mainly did editing throughout …show more content…
A sample from "Reading and Writing Genre with Purpose in K-8 Classrooms" by Nell K. Duke about genre with purpose would be the guidelines: design compelling, communicatively meaningful environment, provide exposure and experience, explicitly teach genre features, explicitly teach genre-specific strategies, and offer ongoing coaching/feedback. These guidelines are something that I will try to implement in my future classroom. When I was reading about these guidelines, I was not sure what each really entailed. After discussion with other classmates and reading the book previously stated, I now have a way better understanding of what the guidelines means and how to implement them. How I would explain the guidelines in my own words would be: Using problems or audiences that the students care about or connect with, expose students to the all genres through classrooms, model texts, library, websites, out-of-school experiences, providing the students with direct examples of features for the different genres, how to write each genre, and guiding the students in the right direction and giving them strengths/weaknesses. Throughout all of my schooling, I remember doing traditional research papers or reports; these kinds of assignments are the exact opposite of what writing different genres with purpose. The idea behind genre with purpose is that assignments should involve an authentic audience for students to write and …show more content…
The teacher acts as the scribe while allowing students to generate ideas freely. The purpose is to help students feel more confident in the writing process by allowing engaging conversations and examples for students to further their understanding. Adding shared writing into my classroom can help my students with their writing in a nonthreatening environment. According to "Writing Essentials" by Regie Routman, she believes that shared writing helps show students how written language works and what is possible in all aspects of writing. Some examples of shared writing that I would take with me into my future classrooms would be making procedures lists and summaries of picture books to assess understanding. One of my online assignments was to create a shared writing lesson and I chose to use a wordless picture book and have the students create the narrative of the book on their own. They would also be allowed to make their own stories after word. Another aspect of shared writing that I learned about that it fits nicely with the optimal learning model. The teacher models their thinking and then helps guide the students with their own
Revising:
Revising was a topic we talked about one week after we read, had a class decision, and did an revision activity online. Before coming into class, I do not think I really took the time to know the difference between editing and revising. I think that I mainly did editing throughout …show more content…
A sample from "Reading and Writing Genre with Purpose in K-8 Classrooms" by Nell K. Duke about genre with purpose would be the guidelines: design compelling, communicatively meaningful environment, provide exposure and experience, explicitly teach genre features, explicitly teach genre-specific strategies, and offer ongoing coaching/feedback. These guidelines are something that I will try to implement in my future classroom. When I was reading about these guidelines, I was not sure what each really entailed. After discussion with other classmates and reading the book previously stated, I now have a way better understanding of what the guidelines means and how to implement them. How I would explain the guidelines in my own words would be: Using problems or audiences that the students care about or connect with, expose students to the all genres through classrooms, model texts, library, websites, out-of-school experiences, providing the students with direct examples of features for the different genres, how to write each genre, and guiding the students in the right direction and giving them strengths/weaknesses. Throughout all of my schooling, I remember doing traditional research papers or reports; these kinds of assignments are the exact opposite of what writing different genres with purpose. The idea behind genre with purpose is that assignments should involve an authentic audience for students to write and …show more content…
The teacher acts as the scribe while allowing students to generate ideas freely. The purpose is to help students feel more confident in the writing process by allowing engaging conversations and examples for students to further their understanding. Adding shared writing into my classroom can help my students with their writing in a nonthreatening environment. According to "Writing Essentials" by Regie Routman, she believes that shared writing helps show students how written language works and what is possible in all aspects of writing. Some examples of shared writing that I would take with me into my future classrooms would be making procedures lists and summaries of picture books to assess understanding. One of my online assignments was to create a shared writing lesson and I chose to use a wordless picture book and have the students create the narrative of the book on their own. They would also be allowed to make their own stories after word. Another aspect of shared writing that I learned about that it fits nicely with the optimal learning model. The teacher models their thinking and then helps guide the students with their own