Why Teach Writing?

In Robin Bright's article "Why Teach Writing"she refers to "The writing process" that I remember being taught in elementary school. The process consisted of stages "that guide writing and continue to inform teachers of writing today." She says "These stages include prewriting, drafting, revising, editing, and publishing." Bright goes on to delve into the details of each stage and how they should be carried out. She also addresses the notion of "Writing across the curriculum" that suggests "that writing is no longer thought of as a separate subject to be taught solely in English language arts classrooms but is the work of all teachers." She also discusses assessment and evaluation. Bright claims that feedback is absolutely essential for any student to be successful and improve their writing skills.
All of Bright's analysis is very interesting to me because I am passionate about the preservation of the English Language. I believe that it is through the use of language and ideology that we have the capacity to discuss and debate social issues. If we lose our connection to language and ideas, we lose our ability to question social power constructs and ideologies. Therefore, I appreciate the notion of "Writing across the curriculum" and making effective writing a part of every class.

Assessing and Shaping Progress.

Shelly Stagg Peterson calls her article, "How Can Feedback to Students on Their Writing Function as a Pedagogical Practice?"Her topic is a relevant one for me as I grew up watching my mom spend hours marking high school english papers and providing tons of helpful feedback. However, she often shared with me that her greatest frustration was that students didn't take the time to even read her words, but took one look at their final mark and tossed the paper. Shelly Stagg Peterson addresses this very issue by saying that feedback can be "a powerful teaching tool if the feedback is provided while students are in the process of writing drafts."
To argue her point, Stagg Peterson refers to Vygotsky's "zones of proximal development" which is the most opportune place for students to learn. This "zone" lies slightly outside of the student's prior knowledge, and challenges the student slightly to advance in their learning. Stagg Peterson also says that when you give students feedback on their drafts, they are given an immediate opportunity to apply instruction directly.
Stagg Peterson also includes practical instructions in her article regarding effective strategies for providing students with feedback. She says, "teachers should identify the elements of the writing that clearly communicate the intended ideas, information, and perspectives as well as areas where students could potentially revise their writing to clarify meaning and engage readers in intended ways." She also acknowledges the importance of providing feedback regarding grammatical errors and details, but should not be the focus of a teacher's feedback.
The author of this article also encourages pedagogical practices that encourage students to have ownership in their schoolwork and their learning.  She suggests that students should be given the opportunity to negotiate with their teaching how an assignment will be marked, and how much of their grade it should be worth. Such practices have been strongly encouraged by my professor in my class entitled, "Pedagogy of Place." In the class, we have reviewed much research that suggests that students perform best when they are given some ownership in their learning processes. Although these methods may seem like they are more work for the teachers, research shows that students learn best under such conditions. Therefore, providing feedback for drafts is an effective way to engage students in their learning and show the value of the learning process; not just the final product.

Postcolonial Literature in Contemporary Secondary English Language Arts Classes

Ingrid Johnston's article is an argument regarding the use of Postcolonial Literature in Contemporary ELA classrooms. Her post heading reads, "From Multicultural to Postcolonial." Johnston explains, that "A number of [postcolonial] texts are being taught in Canadian junior and senior secondary school classrooms and are helping to promote diverse cultural perspectives among student readers."

Johnston goes beyond simply suggesting that these books be used in the classroom, she makes an important point about the way an educator makes use of such texts. She explains, "There may be the danger of teachers introducing such books as a form of "culture tour" for their students from European backgrounds, encouraging them to see how others live in the world, while maintaining a superior viewpoint that sees non-Western ways of life as inferior."

This is a really important point! It is not enough to simply incorporate these texts into the classroom, but to do so in a way that causes students to value world views that differ from their own. It's important for students to understand that cultural differences should be celebrated and valued, not just tolerated.

it's also important for there to be no 'hidden curriculum' lurking behind an educators actions and text choices. It is amazing how students take note of attitudes that a teacher brings to a text.

Johnston makes mention of several postcolonial works that she believes would be beneficial for an ELA class to study such as the novel 47 "by the African-American writer Walter Mosley." The story is set in 1832 on a slave plantation in the States. It is told by a 14 year old slave named "47" in Georgia. Johnston notes that this story would be especially effective in a high school classroom because it is written from the perspective of an adolescent. It is certainly important for students to empathize with those who have suffered at the hand of colonizers, in order to understand why certain people groups are in the situations they are in. Although there has been improvements and progression, there is still far too much racism in North American society. Johnston's plea is for North American ELA educators to advocate for the oppressed and bring truth and justice into a society that has been defined by hegemonic practices determined by the dominant.

Poetry Has Sprung to Life in the Contemporary World...

Lorri Neilsen Glenn titled her article regarding poetry, "Poetry Has Sprung to Life in the Contemporary World. How Do I Choose What Poetry to Teach?" In the article, she notes, "[Poetry is] how we sing our lives." The author's view of poetry is far from being strictly academic, as she instructs, "Don't worry about curriculum outcomes when you begin to teach poetry." She goes on to say that you will "snap the wings of poetic joy" if you "begin by pulling out a list of literary terms, along with a collection of canonical poems with allusions that are obscure to contemporary audiences." However, the author doesn't stay away from the curriculum completely. In regards to curriculum, she writes, " It's always been my practice to start with engagement: it's a sign of respect for students' interests..." This approach to learning engages all students, even those who don't think they enjoy poetry and begin with a negative attitude towards it. Neilson Glenn writes refers to a quote by Emily Dickenson to further accentuate her argument that "We can't teach poetry. It is something we must experience."

Glenn makes the important point that its important for teachers to be learning along with their students, not simply dictating facts to them. This is fundamental to secondary ELA curriculum goals and outcomes and also to the profession of teaching. We, along with our students, must be willing to have our opinions challenged and constantly learning and developing as educators and individuals.

This article left me considering these questions: How can teachers remain creative in their classrooms while abiding by all curricular responsibilities? The author noted that she strayed from the indicators listed in the curriculum to reach a curriculum goal, but how can we know that is going to work if we are not following indicators? Do curricular requirements make it more difficult for teachers to make material engaging? I certainly don't have answers for these questions, but think its good to ask and think through them.

Reading and Writing Fiction

In Valerie Mulholland's article, she answers the question, "Is Reading and WRiting Fiction Still Relevant for Students in Contemporary Canadian Secondary English Classrooms?" Her answer, in short, is yes.

Mullholland begins by pointing out the important fact that "fiction and story are synonymous terms." The thrust of Mulholland's argument is that reading fiction creates a particular fusion of the body and mind that is valuable for learners. She contents that this fusion is essential for several reasons.

Firstly, there is a certain enjoyability that accompanies fiction gives students an opportunity to break free from the confines of regularity in the classroom. Also, this fusion allows students to develop creativity and explore possibilities.

As Educators, we are supposed to value all systems of belief, and ways of knowing. Mullholland points out that if we remove fiction from the ELA curriculum, we "create a hierarchy of knowledge that advantages one way of knowing over another, one group over another, one students over another."

It's the fusion of body and mind that allows students to explore the whole of human experience. This article made me think about a comment my peer made this week about the College of Education. She said, in the wake of the passing of one of our classmates, "I so appreciate that this College cares about us as people, emotionally and academically." I have found this to be true as well since beginning my study in the College of Education. The goal is not simply to obtain a B.Ed., but to develop and grow as a whole person, spiritually, emotionally, physically and mentally. Similarly, Munholland argues that ELA classes develop students' entire beings by using "stories to make sense of our being and to create meaning with others." I certainly agree with her, and am thankful for the stories that have shaped, formed and influenced my life, and specifically, my academic journey thus far.

Participatory Consciousness

Dennis Sumara entitled his article, "What is 'Participatory Consciousness' and Why Should It Matter to English Teachers?" By exploring the definition of 'consciousness', Sumara concludes that participatory consciousness is particularly important for English teachers because it demonstrates the link between the mind and body that is a fundamentally important in regards to consciousness. Sumara contrasts the human ability to see and think with human consciousness. Interestingly, Sumara argues that human consciousness is best understand as "a decentralized network of biological and cultural connections." Sumara explains that this capacity reaches its "full potential" when demonstrated in relation to other human beings. In other words, one's brain is most conscious when relating to other human beings in one way or another, and cannot be achieved in isolation.

Sumara goes on to explain how one's identity is developed through conscious experience relating to other humans. This is interesting considering that the curriculum guide for high school English emphasizes the importance of students developing strong identities. This may seem ironic as Sumara also argues that the whole point of participatory forms of learning "move the focus of learning from "me" to "we." However, the point seems to be that when students identify with their peers, and think less in individualized terms, they are able to develop a stronger sense of identity and function at the peek of their consciousness.

Sumara's driving point is that it is healthy for students to learn to hear a variety of voices and perspectives and allow opposing world views to come in contact with their own. This experience allows them to "interrogate, and reconsider the ways in which their identities are caught up in both conscious and unconscious ways of knowing."

I think this article fits well with the material that has been covered in my class that focuses on anti-racist and anti-oppressive teaching methods. When students are given opportunity to collaborate and participate with one another as they engage with the course content, they are able to connect "cognition and culture" and function at the peak of their consciousness.

Graphic Novels in ELA Classrooms

Jeff park begins his article by making the important point that ELA is no longer composed of two components; literature and composition, but instead, "Most curricula now recognize six strands in a modern English language arts course - reading, writing, listening, speaking, representing, and viewing - as well as acknowledge a move towards cultural studies and the integration of social justice issues in the classroom." Park argues that these changes are related to the responsibility teachers have to help students navigate in an ever changing world of technological advances. One way for teachers to do this is to incorporate visual media, such as graphic novels, in their classes.

Park points out that graphic novels are a great option because they are affordable, and give students an opportunity to engage with texts in different ways than traditionally practiced. He says, that teachers must teach students "the skills required to engage with graphic novels" so that students are equipped to engage with a "merging of visual and textual information."

I certainly agree with Park that today's culture is saturated in forms of visual literacy, and its important for students to learn to search for meaning in types of literacy other than text alone. It's important for teachers to be able to adapt their teaching styles to be relevant. However, I am still hesitant about throwing traditional copies of Macbeth out the window to be replaced by graphic novels. I believe, although it may be valuable to add graphic novels to the curriculum, its important to retain traditional texts too. There is still value for students to be able to navigate Shakespeare's old english, and I think this is important in order for them to be prepared for University.

"What's the Connection between Gender and LIteracy?"

Roberta F. Hammett recounts the events that have taken place regarding gender equality over the past years to bring society where it is today. She points out an important concern, saying that female literacy scores have become higher than boys provincially, nationally, and internationally. This is quite staggering, and shows that effective steps have been taken to motivate and equip women to learn. I like that Hammett emphasizes the importance of "an inclusive curriculum and education that honours multiple ways of knowing, respects multiple intelligences, or employs multimodal texts that include a range of possibilities for student response." By saying this, Hammett makes this about more than just gender equality, but about equality for all. Hammett seems to find value in remembering all social justice issues in the classroom, not just a single one. By doing so, Educators can keep a balance and speak to each issue more powerfully than if one issue is elevated above the rest. This may also be helpful in preventing a society from pushing an issue too far in a given direction - such as gender equality - resulting in boys feeling emasculated and unmotivated.

Hammett writes, "It fell to English teachers - as individuals, that is, since there were no official policies on inclusive language in most provinces at the time - to teach inclusive terms." Although Hammett is referring to gender equality here, it struck me that as Educators, although there may not be any official policies regarding issues of gender, race, ethnicity, or sexuality, we can certainly alter classrooms in ways that will shape society to be anti-discriminatory and anti-racist. This is exciting!!

Will Print Literature Stand the Test of Time in the Classroom?

       Margaret Mackey wrote a thought provoking article called, "How Can Teachers Best Make Use of Students' Out-of-School Exposure to Multiple Kinds of Texts?" In the article, Mackey makes a strong argument for teachers to use texts in their classrooms that students are being exposed to outside of the classroom. She writes that "A story may begin its existence as a book, a movie, or a video game, but its narrative life often continues in a variety of other formats." Mackey refers to Henry Jenkins notion of a "transmedia universe where no single version of a narrative tells the complete story." Mackey agrees with others who predict that change may be coming to print media used in the classroom, and that when it does, it will happen quickly. Mackey explains that this is already happening as "Young readers themselves are precipitating certain kinds of multiplicity with their online discussion sites and fan fiction forums."
     Mackey is not suggesting that we get rid of classics in the classroom such as Romeo and Juliet. She simply explains that instructors need to connect such content with the "flexible and contingent" approach of many young students today. Mackey argues, "If we do not pay attention to the new dynamism of the digital world, we run the risk that students will simply dismiss print as the stagnant corner of the textual world where nothing interesting happens and the representative texts are fit only for schoolwork." Mackey offers a suggestion of how teachers can avoid this by saying that Educators need to "invite that student expertise into the classroom. Everyone can benefit when different forms of knowledge and understanding are respectfully shared."
     Although I think that Mackey's close attention to the changing world of text is important and valuable, I also think there can be a danger when Educators begin to agree with students that print is 'stagnant' by changing the study of print to make sure that print is exciting! I wonder if this would only propel the problem. I wonder if its important for Educators to hold to the value and unique qualities of print text and continue to teach it in the classroom without the notion of transmedia creeping in. Obviously, these are only questions in my mind, as I have no experience in the classroom and look forward to seeing how these things unfold in reality one day.

The Dialects of Aboriginal English: by Lynne Wilste

In her article, Wilste points out the general ignorance that exists regarding the dialect of English known as ‘Aboriginal English.’ Wilste’s article is particularly informative because it stems from her personal experience as an Instructor and is based on her own reflection of her teaching experience. Wilste makes the very important point that “Linguists argue that all dialects of English are legitimate, systematic, and rule-goverened and that no dialect is inherently superior to another.” She also highlights that despite this, standard English is the most socially accepted dialect. Unfortunately, this leads to the discrimination of Canadians that use other dialects of English.

            By recounting her own experiences, Wilste points out that it is wrong for teachers to consider Aboriginal dialects of English to be lacking. Often, she says, children have been placed in language development programs in order to fix them of their language ‘problem’, when in fact they’re language is not wrong, it is just different.

            I appreciate that Wilste includes the practical fact that students well versed in standard English tend to have higher levels of economic success in the workforce after graduation. Therefore, it is still a priority for teachers to assist students in their standard English skills, but only as a supplementary second language to their Aboriginal English dialect, not as a replacement.

            Like Wilste, I think its important for Aboriginal English speaking children to be encouraged by teachers to maintain and develop those dialects in hopes to revive lost Aboriginal languages. The residential school systems mistakenly stripped language and culture from Aboriginal people. Educating teachers about Aboriginal English dialects is just one way for the Canadian government to partner with first Nations people to continue to strive toward reconciliation and forgiveness. It would be wonderful to see the revival of lost Aboriginal languages, and teachers have the opportunity to contribute to this kind of positive change.

Life Long Learners Care About ESL

Gunderson thoughtfully points out that labels used to identify communities learning the English language such as EAL, ESOL, and ELL “tend to mask ‘significant underlying differences’ among learners.”  Using this driving thesis Gunderson argues that teachers must have a deeper understanding of ESL learners by demonstrating that an ESL student’s intelligence does not correspond with their ability to learn the English language. Gunderson's article is a plea for teachers to “understand the complexities” of ESL learners, as there are becoming more and more in Canadian schools. He reminds his readers “the promise of Canadian schools is inclusion.” Therefore, according to Gunderson, “Part of being a teacher is a dedication to equity, equal opportunity, and social justice.” Although Gunderson recognizes this requires teachers be willing to learn to teach with new attitudes, his commission is clear.

Gunderson keenly demonstrates the power of language. Gunderson calls teachers to be aware of issues surrounding ESL learning by highlighting the key differences between Basic Interpersonal Communicative SKILL (BICS) and Cognitive Academic Language Proficiency (CALP). Gunderson points out that while a student may be able to hear, understand and communicate using the English language, they may struggle to understand an English textbook. The two skills are independent, and therefore each must be developed. Gunderson insists that teaching methods need not be changed, but instead using languages other than English in the classroom must be an accepted custom. Gunderson argues that the use of other languages in the classroom does not deter students learning of English, but instead propels it.

           Gunderson’s article left me wondering how many teachers truly strive to be life long learners. I believe teachers committed to life long learning will have the most successful students that will reach their fullest potential, both ESL learners and non-ESL learners. Teachers must be willing to adapt their attitudes and continue learning how to best accommodate ESL learners in their classroom in order to truly care about their students.