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.