Entry #2 - Why is the Writing Process Not Prioritized in the Classroom?

When engaging with this weeks reading, one reoccurring thought I had was, why is the writing process not prioritized in the classroom? Calkins and Ehrenworth (2016) state, "in too many schools, kids need to luck out to get a teacher who teaches writing" (p. 11). After reading this quote, I found that I began questioning my own experience during K-12 instruction. Unfortunately, I do not remember exact details of engaging in the writing process. But, I remember many of my writing experiences being tied to reading. For example, I recall moments of reading a story and then writing a response to this. However, I do not remember having a period of just writing; for some reason, all that is flooding my mind is memories of having student-teacher conferences. 

Wait! I am on to something now. I just had a 'crystal-clear memory' of a writing assignment. In 6th grade, I had the opportunity to write a letter to myself; a letter that I would be given on the day of my high school graduation. Strangely enough, I can visualize the exact seat I was sitting in, recalling some details that I wrote about. But, now I am wondering why this memory is so vivid? I wonder if it ties into Calkins and Ehrenworth's (2016) concept of choice and that students should have the "opportunity to write something meaningful to the individual" (p. 9). I loved having the choice of writing to my future self, plus reading it on the day of graduation was nothing short of special. As I continue to reflect on my experience engaging in the writing process, I am also reminded of my junior year of high school. During this time, I enrolled in a Honors English course and I remember writing a lot (Calkins and Ehrenworth, 2016). After each writing assignment, I recall meeting many times with my teacher, getting feedback on my writing. When I was in this course, I remember it being difficult and I felt overwhelmed, but as a result of my teachers support, I excelled in the course and earned the "most improved award." Now when reflecting on the writer that I am, I give a lot of kudos to this course and my teacher; it has not only improved my confidence as a writer, but also, it grew my love for writing.

Since I do not have a classroom of my own yet, I haven't had the opportunity to implement my own writing workshop. Although I am eager to implement the writing process in my future classroom, as a substitute teacher (and from field experience), there are many elements of a writing workshop that I have seen being used in the classroom - many of these I hope to implement in my own classroom. During my student teaching placement, my host teacher utilized the four square writing method which was used to support students in summarizing the main idea of a text. For this writing strategy, students created a box in the middle of their paper and four boxes around it. In the middle of the box, students wrote a topic sentence. In the three other boxes, students wrote a sentence related to the topic; then in the last box, students wrote a sentence about their emotions in connection to the topic. After the graphic organizer was completed, students used this information to write a paragraph. During my placement, this was my first time learning about this strategy, but I think it can be used as a great introduction to writing. 

As I eagerly reflect on my future classroom, before taking the step to develop a writing workshop routine, I believe I must first develop a secure classroom community of writers (Tompkins, 2012). By supporting a classroom community, I can begin to learn about the wide range of knowledge my students will bring to the classroom, building off their background knowledge, incorporating their interests, and focusing on their strengths. Prior to engaging in the writing process, I want to ensure my students know that they are valued and everyone is learning - including me! After having the foundation of a classroom community, then I can visualize myself introducing the writing process. After the writing process has been introduced, I will strive to find a way to monitor students progress, providing feedback along the way (Tompkins, 2012). Additionally, in order to encourage students to take pride in their writing, I love the concept of an "author's chair" (Tompkins, 2012, p. 23). Actually, when I was subbing, a teacher had an authors chair and I had the opportunity to observe students sitting in the chair, reading their writing with confidence - I think this has made me love the concept even more! However, as I sit here reflecting on the writing process, I recognize that I still have a lot of learning to do; therefore, I hope to continue collaborating with my classmates and adding the wonderful strategies they share to my "teacher toolbox."

References

Calkins, L. & Ehrenworth, M. (2016). Growing extraordinary writers: Leadership decisions to

            raise the level of writing across a school and a district. The Reading Teacher, 70(1), 7-

            18.