Learning Blog7- Writing to Learn in the Context Areas

 Richardson, J. S., Morgan, R. F., & Fleener, C. 2012. Reading to learn in the content areas. Belmont, CA: Wadsworth Publishing Co.

Writing to Learn in the Context Areas

I love the quote at the beginning of the chapter by Jane Evershed, “To read is to empower, to empower is to write, to write is to influence, to influence is to change, to change is to live.” This quote just goes along with the idea that reading is writing and writing is reading. :)

Writing may be the most complex communication process within the communication arts because of the ways it can be used to challenge and enhance thinking skills. It may be easy to express yourself in words and back them up with your gestures, tone, and expressions. However, writing is very different and must be expressed through careful word choice and organization in order for the reader to comprehend. Writing requires abstract thinking, synthesis, and the ability and skill to apply several discrete skills. Writing is a true complement to reading when it enables students to clarify and think critically about concepts they encounter in reading. Because of this, writing should be incorporated in content areas.

I ask my students to do on-demand writing. However, they have a hard time expressing themselves even with prompts and prompting. However, when I ask them to do authentic writing tasks such as: worksheets, creating brochures, Facebook pages, etc I have noticed that they are engaged and follow through with the assignment. Because I teach students with disabilities, authentic writing is an effective way for my students to express what they have learned in writing without being overwhelemed.

A way to clarify reading is through the use of the reading-writing connection. Metacognitive prompts and repetition of the process appears to help students internalize the strategies as well as boost academic achievement. Teachers can use the products of writing as a way to evaluate their students and as an unique way to develop comprehension.

Writing is a process. Process writing includes: draft writing, grammar, spelling, revisions, formatting, etc.  I like how the authors talked about the importance of a rubric (instruments for assessment after an assignment) because I personally believe it is very helpful for students who are writing for a purpose. This checklist is a great visual for students to understand expectations, develop a plan for writing, and monitor their progress from the begging to the end of the process.

Computers are not only fun for students but they too can be very helpful in the writing process. Students, who use computers as an aid for writing are able to write drafts quickly, revise them easily, and save anything they have written (yes!). 

Of course writing fits right into P.A.R. Some strategies to use in the Preparation stage include: Cubing, Brain writing, and three warm-up writing activities. Some strategies to use in the Assistance stage include: Learning logs-or BLOGS!  (Hey! I am doing this now!), written conversation, annotations, poetry/bio poem, cinquains, see what I found, and first person summary. Some strategies to use the Reflection phase include: Guided reading procedure, content-focused drama, collaborative writing, C3B4ME-See Three Before Me (My personal favorite because it requires the students to work on their interpersonal skills), GIST, and Short statements.

I liked the idea for struggling writers, using pictures to prompt discussion to acquire the habit of writing. I support the text by requiring my students to write everyday either in their journals or for a creative writing assignment where they look at a picture and have to tell me what is happening and how the people in the picture or feeling and/or develop a story about the picture. After all, writing is a skill, an art, and a tool that can be effectively used for learning in all curriculum areas.