We spent much of this particular class period discussing the various approaches to the teaching of writing in the classroom. I think that, to the extent that was possible, we covered all of the theoretic possibilities. However, although I appreciate all approaches as valid ways in which to present essay writing in the English classroom, I can't help but let my inner cynic shine through and observe that it is extremely difficult to apply these principles in the practical classroom. In fact, it is extremely difficult to illicit any kind of written response to anything from a short prompt during class or an essay question on a test. I fail to see how modern educators are to balance the use of writing process theories with the practical need to aid students in simply creating a complete sentence. There are so many of the basics that are thought to be covered early on in students educational career that they have far from mastered even in their last year of high school.
Personally, I am more inclined to teach writing as a circular process that involves several stages and a product that must always be considered in progress. However, many of my students are just beginning to be able to grasp abstract thinking of any sort and it is difficult to get them to understand that an essay is essentially a living thing and that it is never truly finished. Much of the language that would go along with a teaching approach of this kind would confuse rather than instruct them.
The resistance to change is powerful, perhaps most so for young people who yearn for stability in all parts of their lives. Most of my students (low achievers and high achievers alike) are obsessively concerned with the idea that they have the "right" amount of paragraphs, are saying the "right" things, and are constructing sentences and paragraphs in the "right" way. I can not say that I blame them. How can we encourage them to take responsibility for the essay when they are not fully acquainted with the standards in which they will be judged. The fact that they will be "judged" at all creates massive amounts of anxiety. I spend most of my day dealing with this anxiety that manifests itself in anywhere from constant questioning to acting out.
On the other hand. To give students complete freedom would be dangerous. They would most likely not complete anything substantial if their was "no point" i.e. a grade. Where is the middle ground? I am not sure myself. It seems as though the only solution would be a innate sense of the worth of writing and creating being ingrained in children's psyches at a young age. As time travel is not possible and we are entering the classrooms soon or have already, I am at a loss as to how to create an educational environment that fosters the type of writing that we as educators are interested in.
Sorry for the pessimism. See everyone in class.
Jamie Barcus
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Very interesting. I agree that there is a huge difference when considering teaching philosophies/methods and the application of those philosophies/methods in a real instruction environment. I do not know which education professor of mine that said something like this, "Reading about teaching and doing teaching are two very different things."
There methods that may look good on paper or in a book, but when it comes to a practical application of the methods they do not seem to make the cut. It all comes down to this personal belief: what works for your students is what works for your students.
You must be able to find a common ground when trying to instill such learning in our students. You may even consider drawing from different methods and pulling them together. Whatever works works. At least this is what I have the tendency to believe.
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