Uninhibited writing: The importance of a positive writing environment in the language arts classroom
Summary :
Table of Contents
- Introduction
- Using a product approach to teaching
- Badger and his fellow proponents
- An approach more suitable to the teacher who aims to encourage cognitively deep writing
- Controversy about whether or not teachers should correct spelling and grammar
- Allowing inventive spelling
- The difference between conferencing lengths and interruptions
- The article 'No Blood, Guns, or Gays Allowed!: The Silencing of the Elementary Writer' by Jenifer Schneider
- Conclusion
- Works cited
Abstract
writing is unique from other subject areas such math, or science because it so greatly relies on the facilitation of ideas rather than the relaying of constant factual information to the students by the teacher. How writing is taught is heavily dependent on teacher values. Whether it is a preference in implementation methods, expectations in conventions, or approaches to diverse students and their writing content, a teacher's values and beliefs will be evident through their approaches to this subject. The subjective nature of writing education makes it crucial for teachers to be aware of how every decision in the curriculum and assessment has a significant impact on students' growth and performance. Teachers often make the error of assigning specific assignments, such as worksheets, reports or writing exercises without truly considering the real purpose of that assignment. It is an understandable mistake, given the sheer mass of lesson plans teachers must create for a number of academic subjects. However, in a subject that promotes a creative thought process and encourages cognitive depth, assigning "busy work" comes with several potential setbacks in student progress.
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