“Test –driven curriculum dominates instruction and leaves little space for authenticity, creativity, or individuality of teachers and students” (Creating Space for Teaching Writing and for Test Preparation, by Nancy Rankie Shelton and Dangling Fu, Pg 120) Within this article several interviews were given where it was shown that teaching to the test causes boredom and frustration for teachers and students alike. While reading Best Practices in Writing Instruction, by Graham, MacArthur, and Fitzgerald I noticed how important and how often authentic writing was mentioned for effective writing practices within a classroom. Within chapter thirteen of Best Practices in Writing Instruction, it was noted that writing activities that are focused on significant matter, have the best academic outcome because it allows for meaningful practice. Chapter thirteen also mentions that, “learning is more effective when motivated by a clear purpose” (pg. 268).
While my experience within a classroom is limited I do realize students need clear and precise expectations along with a set purpose for any activity. I have also seen the outcome of authentic meaningful writing vs. writing for the sake of writing. The difference I saw was astounding. When students were given a purpose and could intimately relate to the material, the only sound in the room was that of scratching pencils on neatly lined paper. For example after Thanksgiving students were given the chance to write about their Thanksgiving meal, draw a picture then share with the class. The students were excited and some even glowed with confidence and smiles as they read what they wrote to the class. In another writing activity the students had to look at a picture of a circus, and write about what they saw within the picture. Most of my students had never been to a circus and many of them seemed less than interested. Needless to say the writings were short with little detail and imagination. Many of my students needed help staying on task, and often needed help forming ideas and sentences. I was surprised at the response of the class because overall the class had strong writers who needed little prompting to finish a writing task.
Chapter seven in Best Practices in Writing, touches on evaluation and revising. While reading through instructional examples I noticed a fourth grades class peer revising strategy:
1. Listen while the author read the paper
2. Tell what the paper was about and what you liked best about it
3. Read the story and ask the evaluation questions
4. Discuss the evaluation and ways to make the paper better
5. Author makes changes. ( Pg. 151)
Peer reviewing is a great way to get every student involved in the revision process. It allows the authors to look more constructively at their own writing, and allows the peer a chance to showcase their understanding on the writing process. It gives its student writers an audience of readers who can identify strengths, and problems within the paper. Peer reviewing allows for recommendations so that both parties are effectively taking part in the revision process. While I have seen peer-reviewing work within a classroom I feel that it is important to have clear set directions on how to effectively implement it into a class. While observing a class I noticed a teacher did not give her students clear expectations and the students spent most of their time off task. I feel that chapter seven gives a great understanding of peer revising, while also giving good classroom directions to complete the task.
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