Week 6 - Readings & Response

Taking a look at writing and its role in the classroom involves differentiating writing as a product and writing as a process. While planning lessons, we anticipate student responses and possible misconceptions, but are we also incorporating steps to take students through the process of writing? “Given the constraints imposed by high-stakes tests, writing as a way to study, learn, and go beyond—as a way to construct knowledge or generate new networks of understandings (Langer, Envisioning Knowledge, En-visioning Literature)—is rare.” (Applebee & Langer, 2011)


Writing as a process, especially within the science classroom, is closely tied to oral communication. Science revolves around collaboration and peer review. “Oral skills are also partnered with written skills to generate, discuss, and test questions; make claims; and craft research proposals, funding requests, scientific reports, and journal articles.” (Washburn & Cavagnetto, 2013) This highlights the importance of providing students with opportunity to constantly go through writing as a process. There will always be a specific task that students are expected to complete, but there also needs to be consistency in the rubrics that students are given to understand writing as a process.


“This study suggests that Reading to Learn is one peda-gogical approach that may be useful for supporting adolescent ELs in strengthening control over the academic language resources that function to build experiential, interpersonal, and textual meanings in persuasive essays, a key genre in CCSS,” (Ramos, 2014). This further highlights the importance of presenting writing as a process. There are key skills that can be applied to several genres of writing. ELL’s may struggle with using specific vocabulary in context, but exposing them to a consistent cycle of how to approach texts will allow them to see repetition in how terms are used in different contexts.


“Perhaps most important, seen historically this 21st century writing marks the beginning of a new era in literacy, a period we might call the Age of Composition, a period where composers become composers not through direct and formal instruction alone (if at all), but rather

through what we might call an extracurricular social co-apprenticeship,” (Yancey, 2012) Technology has influenced how individuals are able to compose texts whether it be through text message, e-mail, or social media posts. This type of composition can also be viewed as a process. Individuals change their writing based off who they are responding to, what the context is, and what the desired end result is. These are process skills that students are acquiring outside of a classroom, but these can be incorporated into how educators present writing.

Group C

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Sub-Group of ED 656 - Fall 2018

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