Literacy Training Essay

1464 Words 6 Pages
The act of putting pen to paper encourages pause for thought, this in turn makes us think more deeply about life, which helps us regain our equilibrium. ~Norbet Platt retrieved from http://www.joyfulheartfoundation.org/journalwriting.htm

The writing process is not a practice that comes easy to all people, especially with students who are below their grade level in reading and writing. Even at the high school level, students still struggle with fully developing their writing. Teachers today are under the constraints of state grade cards and standardized tests which often ask students to write in almost every subject level. Content teachers become frustrated when they feel like they need to add writing to their already full
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For any student who does not do this, that student needs to be taught how to think, and to build thinking skills, that student must learn to ask questions.
Questioning
In a study by Dr. Lindsey Conner (2007), she found that students who were able to use questioning and cueing were the students who were able to produce higher quality essays. She also found that the more students were aware of their own learning, the better the quality of their work. The more details a student can give when answering the cueing questions and explaining the steps that they followed, the higher the student tended to achieve on their essays. Conner also observed that students often needed to be reminded to self-question. This is why it is important to use different strategies to assist students in learning to self-question.
In Conner’s study, she interviewed, observed, and evaluated the work of sixteen students in their final year at school in New Zealand. Her goal was to use the interventions to stretch the ideas and thoughts of the students. One strategy that Conner observed in use was called “Trash and Treasure.” In this strategy, the students were given cues to help them develop their writing and show a deeper understanding of the content. Trash and Treasure used bookmarks that had prompts written on it, such as: “I’m lost with…; I disagree with… because…; what I need to do now is…; I can’t decide if…” (p. 3). The

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