Writing in Secondary Schools

While reading the article "Writing in Secondary Schools" by George Hillocks in The Handbook of Research in Writing, I came across a quote that captured my attention. "real writers do not write in order to use the devices of effectiveness; they write to express ideas and in the process of expressing these ideas they come upon the need for specific words, all kinds of figures of speech, for sentence patterns that accurately reflect meaning and emphasis, etc." Many teachers considered mastering grammar as an indication of being a good writer. Teachers have this idea that great writing not only starts with grammar it ends with grammar becoming the main focus of the writing piece. Grammar is important, but why not focus on the content as well as the grammar. Writing is more than grammar, it is a mixture of ideas, words, figures of speech, sentence patterns that help to put together stories, poetry, and other writing assignments. Writing is an aphrodisiac for the soul that soothes the mind and heals the heart. Writing represents a person's character and spirit. Each time a person writes, they reveal part of themselves to the public.

In helping students write, I think it is best to teach poetry first. Writing poetry help students to create sentences patterns using figures of speech and other devices that strengthen writing skills. Also, it is a way to introduce writing to students that may not be interested in writing. Once, teachers teach the aspects of poetry then they can give students more challenging writing assignments. Students will be able to meet the challenge because their confidence have been built while they learned and write poetry.

I often visit the NWP website to get ideas to help my students write as well as Kathy Schrocks website (Discovery) I am always looking for a reading or writing website to add spice to my lessons and keep my students wanting to learn more about writing.

What do you believe about the teaching of writing?

My belief about the teaching of writing is that one must work toward becoming a teacher of writing. In reading books by Donald Graves, Donald Murray, and Peter Elbow I begin to understand that there is a difference between teachers that write and teachers that don't write in the classroom. It is imperative that teachers practice what they teach or show evidence of being writers in the classroom. The stress of meeting state demands I believe have taken the creativity and imagination out of writing. When teaching writing everything seems to be structure not allowing any room for creativity or freedom. Students think that writing is not that important, because reading has monopolizes the stage of education. When I want to put more emphasis in writing in the classroom, I am always force to revert back to reading strategies because of testing requirements. I have become more structure base on the test rather than being able to teach writing freely. I would love to set up my room as a writing workshop or take my students outside to write poetry. One year, I asked my principal, can I take my students for a walk around the building? He said, "yes" I was so excited. So, I pass out little notebooks and gave instructions to my students to write down what their thoughts, and what they see, hear, and feel. We walked around the building looking at things that the students have never notice about the school. Then, we came back and students wrote stories, poems, and drew pictures from their experiences. Some students brought their cameras the next day and took pictures of various things that they saw the day before and wrote about these things. Teaching writing takes courage and the willingess to step outside of the box. Teachers must become excited about teaching writing and show that writing not only can be fun it can be exhilarating. Teaching writing is like placing down tracks for a train. The train can only go as far as the tracks. Other words, teachers must continue to learn about writing, so they can take their students further by utilizing strategies, writing stories, movies, and creating poetry. Teachers must use technology to add zest to their writing lessons. Teachers must get their groove back for writing by becoming writers themselves. Reading the critical theories book and handbook of writing has enlighten me to have a better understanding of the historical aspects of writing. My goal for the new school year is to help my students write more. I want to work towards helping my students become published and to help them blossom their creativity. I would like to have dialogue with my students about writing. I believe that writing is a lifelong process that one must continue to practice without ever reaching perfection, but the journey of writing carries a person to the worlds of imagination, creativity, freedom, and experience.

Writing in the Classroom

Donald Graves stated in order to bring writing into the classroom that teachers must become writers themselves. My students and I are in the process of writing poetry since the latter part of April. So far, my students have written 19 poems. Some of the students hated and dreaded the thought of writing poetry. What I found that was interesting to them is when I read other students works from previous years, I captured their attention. Monday, we wrote about our childhood starting with the words, I remember . . . I shared my " I remember poem with them. They were intrigued with how many things I could remember from my childhood. Some students wrote as many as 20 lines or more even though the requirement was at least ten. Once, we had finished that particular poem, we work on copy change with Langston Hughes and William Carlos Williams. I had them listen to each poet read their poem from the cd. My students were able to connect the words of the poem, and the sound of the author's words. Yesterday, I decided to try out Donald Graves suggestion. Everyone was writing. The students were silient as they let their pencils or pens guide them into a different world of imagination. I was starting the feel my words just flow from my pen without even thinking. I felt my creative thoughts rushing toward my paper. Then, an unit principal came in and interrupted the writing atmosphere. So much for trying to write in school. My students could not get back to that point where they were writing. They were so disappointment as many had express they were in the groove of writing.

I found a website called 30 days of poetry and I have utilized many of the poems in my classroom. Students are now preparing their writing portfolios which include a Pet Peeve Essay, a shory story and over 20 original poems. Writing is still cool!!!!

Language and Writing

Since I have read numerous articles about language and writing. For some reason, the last couple weeks I have been seriously thinking about the complications of teaching writing and trying to assist students in utilizing Standard English instead of their home language. As I listened to my students engaged in their conversations, I have noticed more that their language is not only non standard English, but it is part of their identity. One of my classes had a serious conversation about language and its impact on learning. Many students felt that people should accept them as they are regardless how they speak. This is unfortunate because many students believe that language is not that important. They explained to me that teachers do not correct them when they make mistakes. They also statement that no one at home speak, what they called, "white" They felt that speaking "white" is betraying their true identity. One of my goals is to help students understand that they are chamelons of language and that every environment may require a different language. They need to understand that because a person may speak a certain way does not mean that they are betraying their culture. I have made a decision to focus more on language next year, by including activities, sharing Youtube clips, and having a serious dialogue about the importance of learning, writing and speaking Standard English.

Writing the Hurt Away

At first, I wanted to write about Writing and Secondary Schools. However, I changed my mind when reading an Internet article about a young girl, age 7. She was gang rape. This trigger several memories about certain girl students that were rape. I remembered this one particular student, when she asked me what to do. My heart was so grieved as I held back the tears while I listened to her ordeal. Her pain was spoken and felt through her words. She shared with me that she was going to counseling.

I had just read the book, When I Whispers, Nobody Listens by Helen Frost. I suggested to her that she should try journaling. She said that she would try it. I knew that this particular trauma would take time for healing. But, this particular young girl begin to journal. At the end of the year, she presented me with her journal and asked me to keep it. When she left school a couple of years later, she asked for her journal back. She stated that she wanted to write a book to help other girls get through what she had gone through in her life. I often wonder what has happen to her and I hope that everything is well with her.

In reading the Frost book, she stated, "We, as teachers of writing, don't have to help our students shout out their truths; we can help them write with precision and grace, and such writing will amplify their whispers or subdue their screams, allowing them to tell whatever kind of truth they need to tell." p. xiii.

I believe that writing can bring forth healing of the mind and heart. As I think about writing and healing. I have experience students reaching out for help through their writing where authorities had to be contacted. By reading their writing, I was able to intervene and get help for them.

In Writing as a Way of Healing by Louise DeSalvo she has several quotes that I like:

• "Writing has helped me heal. Writing has changed my life. Writing has saved my life. "p. 3

• She states that writing is a fixer. "I use my writing as a way of fixing things, of making them better, of healing myself. As a compasslike way of taking a "fix" on my life-to see where I am, where I've been, and where I'm going." p. 7

• ". . . the act of writing about something painful can help right a wrong that thas been done to you." p. 10.

• "If we leave ourselves open, if we follow the voice of our genius that tells us what to write about, we will find that we inevitably continue to receive "gifts"- moments of inspiration that guide us, a sense of joy and abundance and plenty-and we will feel gifted." p. 92

My favorite quote from her:

• "Writing. A gift that comes to us. A gift we give ourselves. A gift we give to others."

I utilized this quote to start a conversation with my students about writing. It is very effective. I am always in awe listening to students' responses.

Also, in Handbook Research on Writing there is a paper on "Writing as Physical and Emotional Healing: Findings from Clinical Research, p. 485. The author states that, " . . . the more individuals can reflect on and structure difficult memories and emotions, the more likely they are to recover". p. 497.

My questions:

Can writing really heal the heart and the mind?

What are the challenges of helping students write for healing?

Are there any legal complications when allowing students to write freely?

Acceptance and Caring are at the Heart of Engaging Classroom Diversity by Jay Casbon
from Literacy Instruction for Cultural and Linguistically Diverse Students.

I have always been attracted to the word, "caring" especially in the classroom. I try to encourage and inspire my students to think before they act, to get involved and make an impact, and to care about others. Friday, a day set aside for poetry reading, was an interesting day filled with surprises and a reassurance as to why I became a teacher.

Thursday, I tried something new in my classrooom. I had students do a practice run in reading their poems before presenting Friday. I heard so many excuses, " I don't like to read aloud" shouted one of my students. "I too shy" said another student. "Can I bring a note from my mother saying that I am not allow to read?" laughed another student. I begin to think seriously about this particular activity. I decided that I was not going to be taken out by a bunch of students especially with the beginning of the new grading period. I stood my ground and explained my expectations. Then, I reach for a picture of my husband off my desk. Slowly, I begin to set the stage for a poetry reading. I set the frame on a stand and sat in a chair. I pulled out one of my favorite poems, "How Do I Love Thee, Let Me Count the Ways by Elizabeth B. Browning. I looked directly into my husband's eyes and begin to read the poem. As I read the poem with emotions along with mixed gestures, the students were totally quiet. When I ended the poem , I sat in my chair for a moment. My students gave me a standing ovation and began to cheer for the presentation. They begin to get excited about their presentations and talked amongst themselves about what they were going to do Friday.

Well, Friday came and students brought in props, original artwork, and even music to go along with their poems. Students encouraged those that were shy and cheered those that overcame their nervousness during the presentations. Students engaged themselves in reading and wanted to know when will they be able to present their original poetry to read in class. I was overwhelmed with the acceptance of poetry reading and writing that I wanted to cry, but not in front of my students. Finally, I found something that inspired them to want to become better and participate in education: poetry reading and writing. Some of my diverse students added flavor to their presentations by speaking the poem once in English and then in their language. They explained to the class about their cultural practices. I am glad that I did not allow students to talked me out of this activity. It was amazing. I found a quote in the article, "Teachers must develop a sensitivity to the cultural differences psychologists have documented in order to be effective in multicultural situations." Teachers must have the ability to care about students, staff, and others. A teacher that cares can change their students into scholars, active readers and writers. Best of all, a teacher can inspired his/her students to continue to pass it on. We must show how much we care when we are teaching our students writing and engaging them with reading activities.

Recitation Literacy

Recitation and Report Literacy:1864-1916

In reading this particular article, I begin to chuckle when reading the following quote: "How can you learn anything with your knees and toes out of order?" This statement along with some of the instructional practices pertaining to recitation in our time would be asinine. The idea that a student toes or knees must be in order before learning may be a reason as to why some of our students are not successful in their academic endeavors. (LOL) I am joking.

Seriously, as I was engrossed in this article I had formulated questions about language development. For example, how the principal complemented the children about the superiority of wagging their tongues during mouth movements. (p. 65) How can a person equate this type of mouth movement with learning achievement? Also, the struggle of not having enough books still is a challenge in today's school. In addition, some of the practices still exist in school districts across the nations. For example, Spelling Bee competitions, reading aloud activities, etc.

I could not believe that teachers were pushing students out of school based on gender, class differences, racial and ethnic groups, and by achievement. (p. 69)

During this time period, it seem that people were interested in hearing the recitation of stated assignments and not interested in students understanding what they have read. "Whether the reader understood was not empahsized, presumably because it was assumed that if you got the words, you got the meaning." (p. 70)

Many of our students struggle with reading comprehension. How can we help our students achieve a better understanding of reading comprehension and apply writing skills in the process?