Blog for week 3, Bazerman and Elbow readings.
Both of this week's readings had to do with the Writing Across the Curriculum (WAC) program in America. The first essay by Bazerman chronicles how WAC gained momentum in American education, it also explains some of the reasons why writing has increasingly been accepted as a vital vehicle for learning.
WAC's seemingly simple premise, that we learn better when writing is involved, makes perfect sense to me. It also makes sense that english classes shouldn't be the only place where students learn to write, that every instructor of every subject should be demanding assigning writing.
Bazerman talks about how an important aspect of the WAC program involved getting teachers to write themselves, and to embrace the idea that something magic happens when one writes. I could see how a science teacher or a math teacher might resist this idea at first, but the arguments made in the second reading, as to why writing helps students learn, are convincing.
In the second essay Peter Elbow points out how we've traditionally viewed learning. He says we've assumed input (reading) had to precede output (writing.) He then describes how in kindergarten classes kids are actually able to write before they can read.
As a father of two elementary school children I've seen proof of what the author asserts. My girls have written several short books, with very bad spelling, but none-the-less comprehensible, before they could read.
The idea of writing before you read may seem counterintuitive, but there's applications that come to mind. For example, instead of starting a unit on the solar system with a chalk and talk, why not assign an essay where students write what they know about each planet in the solar system?
An assignment like this not only gets them writing, but it helps them come to realize how little they know. This hopefully will pique their interest in the subject.
The writing exercise will also inform the instructor of prior knowledge and misconceptions that the students may have. Another essay on the same subject at the end of the unit can then provide students with proof of how much they've learned.
On a personal note, I relate to the WAC philosophy because I've often noticed that information sticks in my brain better when I write about it. I'm delighted that programs like WAC are being embraced by educational policy makers. I think these two articles did a great job of explaining something I've always intuitively believed, namely, that writing engages, stimulates and personalizes learning.
- Michael Kaas
I agree with you that all subjects should incorporate writing into their curriculum or, to borrow your phrase, use writing as a vehicle for learning (a very nice way to put it).
ReplyDeleteElbow’s description of kindergarten students who are able to write before they can read is fascinating. I agree with you that this notion is counterintuitive at first, but makes perfect sense when given further consideration. I like that you have included observations of your own children. It is interesting that you have seen them develop first as writers and then into strong readers.
I like your suggestion of how to begin a unit on the solar system by first having students write an essay on their prior knowledge, however, at the same time have some concerns about this method. Having students write something before they may know anything about a topic raises the question, should they be expected to know this information before the lesson is given? Should we as teachers assume that students have no prior knowledge of a topic, creating an equal playing field for all students, or should we first assess their background knowledge? I agree that we should, and agree that writing could be a personal exercise that really engages a student.
Teachers often pose a question to the class, for instance, “What do you know about the solar system?” or, “Can anyone give me the definition of fill in the blank?” Then, usually only the brightest, most confident students answer in response and are engaged in the material. Many students shy away from answering. By having students write their prior knowledge down, the process becomes more personal and engages all students.
Having students write their thoughts, I agree, may help them shed like on how little they know. I worry though, that this process may be frustrating to students or make them feel unknowledgeable or unintelligent even. Of course, it is all about how you bring up the exercise. I wonder if there is a good way to spark this prior knowledge and inspire their thoughts to come through on paper.
Excellent blog Michael and excellent comment, Diane!
ReplyDeleteI think it's great that you see the relevance/importance of incorporating writing across the content areas. As we discussed in class yesterday, I think it's also important to imagine the different ways writing can suffuse the different dimensions of learning- at all levels. Do you think writing can also be used to differentiate instruction? How could you address writers at different levels of ability in your class?
I think teachers have to get into the habit of thinking out of the box when it comes to writing assignments given to students. Let's face it kids like to express themselves, and writing can be fun if the assignment inspires them. Writing can definitely differentiate instruction if the teacher uses the tool effectively. Relative to assessment and addressing writers at different levels, I think the rubric needs to be effort and improvement. Teachers need to consider that some kids will always be better at writing than other kids, but its not a competition. Every kid can learn to write effectively with enough practice and encouragement.
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