What’s Right with Writing by Linda Rief

I think this paper embraces all of the writing perspective which has been mentioned in the articles we have read during these two weeks. As the author, Linda Rief, mentions that she did very well on all her writing, none of which included her beliefs, feelings, discoveries, opinions or stories (pp. 32), I have the same feeling like her before starting my writing work in NIWP. In the past, the most writing lectures and exercises I took are related to test-writing. In Taiwan, we do 5-paragraph essay writing which usually makes both students and teacher feel sad in class. Besides that, we seldom read English novels, literatures or even storybooks. All the reading stuff we work are made preparation for the reading comprehension tests. Thus, as time passes, both teachers and students lose the passions for English reading and writing. The only audience on students’ writing is their English teacher who usually doesn’t have time to do conference for individual kids. Most of time English teacher just writes some comments such as, “good job”, “grammatical errors”, “rewrite” etc or gives grade in red pen on the top corner of the paper. While I was a student, most of time I had no clearly ideas on revising my writing. As I taught my students, I tried very hard to do individual conference, however, be honestly, it’s really hard to work through. Thus, I usually collect students errors written on the broad and discuss with the whole class in my period. I am really glad that I have learned a lot teaching techniques on English writing during these two weeks. I really appreciate each fellow is open-minded to share experiences to others in class. While I go back to teacher later, I will let my kids know they have the right to choose their writing audiences. I will encourage them not only to choose English literature, novels or storybooks which they’re interested in and read together with them, but also to write down their feeling, thoughts, reflections, beliefs, opinions, experiences from what their views and lives. I will plan freewriting time to them in the end of each class, and I believe which will bring huge benefits on their English writing. I always believe that all of my kids are pretty much smarter than I; somehow they just haven’t found the interests and right way on English learning. Therefore, as a teacher, I want to help them keep writing and reading as habits in their life. In addition, I also want to offer them my best suggestion and explicit comments which help them become an enjoyable audience, writer and reader in English World.  

The key points from “What’s Right with Writing” by Linda Rief

What have we learned about writing and the teaching of writing?  (pp. 33 &34)

- Writing is thinking.

        Writing is one way of communication our understandings and misunderstandings of       ourselves and the world. Writing is about representing our experiences, our knowledge,      our opinions, our feelings.

- There is no one process that defines the way all writers write.

        Different writers use different processes and composing styles (purpose, audience) to    develop their pieces of writing.

- We learn to write by reading extensively and writing for real audiences.

        We need to give students ample opportunities to choose about topics which interest       them. When that happens, they do write, and they do read, thoughtfully and        thoroughly; in the process, they begin to recognize and craft more effective pieces of        writing.

- Writers need constructive response.

        Offering constructive comments while students are in the midst of writing helps them    become better writers.

- Evaluation of writing should highlight the strengths of process, content, and conventions, and give the writer the tools and techniques to strengthen the weaknesses.

        Process and product are equally important.

        Writers need places to collect their ides.

        Teachers must know their students well.

- Writing is reading.

        If we really want to teach kids to be strong readers, we need to teach them to be    stronger writers. When students write, they are engaged in a recursive process of         critical thinking. The short, quick, daily responses to literature push students to ask;         longer pieces of writing expand their range and depth.

Why does writing matter?    (pp.35)

- If we want children to become adults who are articulate, literate, and thoughtful citizens of the world, they must learn to think deeply and widely.

- Good writing lets writer and reader learn or think or feel something. Putting words on paper gives us voice-allows us to be heard. The best writing not only gives us voice, but is filled with voice. Tom Romano says, “Voice is the writer’s presence in a piece of writing…Voices have certain qualities in common: they deliver interesting information; employ techniques of narrative; exhibit perceptivity; offer surprising information and observations; demonstrate a sense of humor. (Romano, 2005, pp.7-8).

- Writing is about using our imaginations, our understandings, our questions, our creativity, our feelings, our humanity to work through our thinking about ourselves, about other, about the world in which we live.

The writing-drawing connection:  (pp. 37)

- Each one of these students writes compellingly, telling a story no matter the format, conveying strong perceptions of themselves and the world.

- Writing makes us think and feel and learn something. This is writing that gives kids voice.

What do our students need to help them write well?  (pp. 37)

- Time

        The best writing usually develops when students are given adequate time to consider     their topics, draft and redraft their ideas, and receive feedback while engaged in the   process of writing.

- Choice

        Writers need to care about, or be interested in, their topic in order to craft the       strongest writing. When writers care, they write with passion and with voice.

- Model

        Students need good models of writing-both professional and peer-written. Using others’         writing to mentor one’s own is reading as a writer.

        Writing to a test is a genre unto itself. We need to show students examples of that kind of writing, as well.

- Response

        Writers need constructive response that moves the writing forward and helps the   writer grow. Response through conferences is the most helpful, because the writer can       read her writing to the teacher and get immediate feedback.

What stands in the way of powerful writing instruction?  (pp. 37-38)

- Lack of tools

- Scripted lessons mandated for all students by all teachers at the same time.

- Lack of professional development and university courses focused as much on writing as on reading.

-Testing

Writing gives voice to the educators who know kids best, because we work with them every day. Our own writing lets us understand what we are asking our students to do. Writing puts energy back into our teaching lives because we have real reasons to write for a real audience.