Blog # 2 Writing Instruction
The
writing instruction I deliver to students more closely matches the acquisition
view, as outlined on page 29 in the Freeman text (Freeman & Freeman, p. 29). Students use the writing process to produce
authentic writing. Topics are selected
by the student, although there are often some guidelines from the teacher. Students’ messages are valued over the
correctness of writing conventions. Peer
conferencing and student led teacher-student conferences occur routinely. Standard writing conventions, however, are
not ignored. Mini-lessons are guided by
student work. Students are held
accountable in their published writing for conventions taught.
As
a student, my early memories of receiving writing instruction are hazy. I remember enjoying writing and feeling I had
the freedom to be creative, without much worry about correctness. Therefore, I
think the instruction I received more closely resembles the acquisition view of
writing. During junior high and high
school, I recall more instruction that was intended to help me to produce
correct, if formulaic writing.
Resource:
Freeman,
D. E., & Freeman, Y. S. (2004). Essential linguistics, what you need to
know to teach reading, esl, spelling, phonics, and grammar. Heinemann
Educational Books.
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