Yet another week has passed and we continue to focus on various aspects of writing. However, this week was a bit challenging for me as I tried to get a grasp of what was being taught. I took the time to analyze and dissect the information provided to us by the lecturer. There will always be a drawback when dealing with writing as we are not born with the knowledge to compose writing pieces effortlessly (unfortunately). The challenges in teaching writing will always make an appearance, however, with further clarification and the application of varying strategies, the issue can be rectified.
One of the challenges of writing was the multidimensional nature of writing. At first glance, I had no idea what it was but I had a feeling it had to do with making multiple writing mistakes at once (hence the term multi). After a more thorough analysis, I came to the conclusion that it requires the simultaneous coordination of several talents, distinct forms of knowledge for certain social and physical writing settings, and numerous procedures. The teacher should break down the writing process for the students, having them work on each genre separately or step by step. However, the teacher should also demonstrate how the different skills, processes, and genres are related. For instance, a writer may be revising and editing a second draft at the same time.
Here is a video that I found. You guys may find that it addresses a few elements we have already covered in class.
Instructional Strategies for Teaching Writing to Elementary Students
A second challenge we addressed is writing as a decontextualized task. A language that is separated from the present moment is known as decontextualized language. Therefore, the majority of the time the writer is writing about events that are not now taking place. Since one cannot genuinely see the subject of writing in the present, it is difficult to write about it. When students are attempting to elaborate on their thoughts, I believe this will be challenging for them. They have little background knowledge of the subject matter, which may make it difficult to develop the paragraph. Through conversations, field excursions, simulations, watching videos, first-person listening, and other activities, the teacher must make sure that the students have experience and subject knowledge. To curb this challenge the teacher can utilize inquiry activities, visualization, or realia.
A third challenge is the absence of prosody, body language, and facial expression in writing. Although the use of descriptive words aids in creating a picture in the writer's mind, writing does not have a ‘feature’ to convey the meaning of these elements. Speaking intonation, tone, emphasis, and rhythm are all examples of prosody. Body language is a sort of nonverbal communication in which information is expressed or conveyed via bodily behaviors rather than words. This type of behavior involves the utilization of space, touch, eye movement, gestures, and facial emotions. Students are also encouraged to learn to use concrete words when writing.
For the fourth challenge, the writers should not assume shared content with the reader. At first glance, I assumed this meant not including certain components in the writing piece in hopes of having the same experience. For example, posing a content-specific question (What was your reaction when this happened to you?). It is better to have a general sense when writing to allow readers from all walks of life to read and benefit in some way from the writing piece.
This final challenge addressed is the writer’s limited information about the reader’s knowledge, opinion, and reading competence. This challenge is similar to the previous one where the reader is taken into consideration. One definite question that should be asked is, “ Who am I writing this for?” as it will determine the level of content used. In my opinion, the whole idea is to satisfy/benefit the reader alongside writing for self. This is possible once the reader is aware of their audience.
What are some strategies you would utilize to limit writing challenges?
Hey girl. o/ Thanks for sharing that vid. It really consisted of everything we learnt in a very easy way of understanding compiled in an almost 6 min video. The skills we have learned will undoubtedly help me as an untrained teacher who have encountered difficulties while attempting to teach writing because each student develop their writing differently. Writing strategies like process writing instruction, the use of graphic organizers, teaching prewriting, planning, and drafting, vocabulary instruction, gradual release of responsibility, feedback, and much more can be used to address students' needs by identifying their writing strengths and weaknesses.
ReplyDeleteJewel take a deep breath. I literally had to take a few deep breaths myself when the challenges were introduced as the way the titles were worded had me lost. Yes, I do make use of the document as a dictionary anytime I have to refer to the different challenges, or else it goes over my head. For some reason, while reading your post I always do it in your voice which is very unique and sarcastic. I’m glad I wasn’t the only one that noticed the decontextualized task challenge as it is definitely difficult for students to write about something that isn’t happening at the present time. They might forget important details and facts. I must have done this to my grade three students so many times. What’s most important for us now, is that we know better so we will do better. I have always enjoyed writing fictional stories since I was a kid, but my students have different writing levels, styles, and interests. Our job is to unearth these talents and help to take them from one level to the next, after all, writing is a learned skill we are not born with it.
ReplyDeleteThanks for the further insight guys, I'm glad you enjoyed my blog post. It is indeed up to us to ensure we are doing what we can for the betterment of our students.
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