Synthesis 8 - Written Expression

Synthesis 8 – Written Expression

            Writing is an art form. With every “t” that is crossed and every “i” that is dotted, the flow of words on a page becomes a literary creation, exemplifying the writer’s thoughts and personality. Writing with teenagers is an experience. The classroom is filled with personality, loaded with contradictory opinions, a smorgasbord of ideas, and often a resistance to placing words on a page. Teachers of writing teach the process of planning, drafting, and revising, but the manifestation of written words is a daunting task at best for teenagers who have no desire to put their thoughts and emotions on a sheet of paper. Conquering a high school student’s resistance to writing is an undertaking.  This week, my ninth grade hybrid students are in the media center doing a two page research project on aspects of Julius Caesar’s Roman Empire.  The freshmen benchmark test for this nine week period is on research, and my job is to ensure that the students understand the varying aspects of MLA formatting and the elements required to search for information on a specific topic. This week has been difficult. We have ventured to the media center numerous times throughout the school year, but the casual observer would think we had never darted the doors of the library. I have questioned myself repeatedly about the assignment, discussed the process with numerous knowledgeable peers, and still feel inadequate. On Thursday, I decided to work independently with pairs of students and explain the formatting procedures, two at a time. As I made my way around the computer tables, I began to see progress. I was able to instruct, the students listened, and responded to my direction.

            Creating a desire in the students to read varying genres of the written word takes skill. Most of my students have no literature of any form in their homes. It is a generational issue. Newspapers, magazines, and books are nonexistent on the home front. It is what they know. The absence of the written word. When stomachs are growling and concerns about the next meal are priority, teachers wanting students exposed to literature and writing, take the back burner. The dilemma is finding balance between what the students know and their ability to write what they know. Thinking strategically about their message, and getting it on paper, is frustrating. I have found simplicity to be beneficial. By simplifying the writing, assigning tasks in increments, and allowing for success, step by step, the students excel.  My job is to increase exposure to varying texts, because if an individual does not read, it is almost impossible to write.

            Teaching the writing process begins with the foundations of language - handwriting, proper grammar, punctuation rules, sentences structure, and spelling. A child must have the confidence to write a sentence before they can even begin to assimilate their thoughts into effective writing assignments. The models discussed in this chapter of the text provide writing strategies that can easily be adapted into the classroom environment. I especially like the SRSD model discussed on pages 210 and 202. I plan to implement the time-based instructional strategy, focus on creating positive attitudes in my students toward writing, and provide step by step mastery of the writing skills to promote success.