Teaching Writing

“It is simply not possible to get a whole class of student writers from Point A (wherever they start out) to Point B (perfect, error-free papers) by the end of one writing course. It may not even be possible to get one student writer all the way to that elusive Pont B. This insight has led me to teach and think and write extensively on realistic and effective ways to “treat” error in student writing.” (Ferris p.91) When I read this statement, I felt relieved. To be honest, I often become very frustrated with teaching writing, native language or not. I use to expect, like Dana Ferris, for students to reach Point B and if they didn’t then I felt I did not do my job well enough. I took it as a reflection of my teaching. Over the past few years I have stepped back and had to change my thinking when it comes to writing. I realized I was product centered. After realizing that and seeing it in myself, I know that is not the teacher I want to be. I have tried to be more process centered and help the students focus on limited aspects of their writing at a time (really master them) and to learn from their mistakes within the focus at that time. “So what are teachers to do to help their student’s bridge that gap between what is possible, and what is expected of them?” (Ferris p.95) I really liked suggested principles and practices. I feel I have been more in line with those recently. From Brown, I also liked their principles for teaching writing skills. I thought it was great that they mentioned connecting reading and writing. I have noticed that when I help them make the connection, they learn to think about how to approach writing in a better way. However, I feel they missed stressing the importance of a teacher’s frame of mind when teaching writing. How you feel about it, what you say, your expressions, your expectations, your critiques/questions/criticisms all affect how your students will perform and feel about writing.