Perl discusses the idea of recursive writing in which he states is a type of writing process that "writers use to keep the process moving forward", meaning that "there is a forward moving action that exists of a backward moving action". There are three elements to this process, but the one that struck me the most was the idea of "felt sense". The idea of felt sense cannot be seen on paper, but instead it is everything that a writer feels and knows about a specific subject. After reading and re-reading what this certain attribute of the recursive process is, I was wondering, has anybody ever realized that they do felt sense when they write,? If so, do you pay attention to it and stop and go back several times through your writing to express it?
Perl explains that writers tend not to have an awareness of it, and I believe him. I know that what I write comes from within and it is my words that explains a certain writing topic that is given, but I never took the time to realize that the way I write about a topic reflects my "felt sense". For example, Perl uses the example of a girl repeating the words "anxious moments". After allowing herself to think through the topic she realizes that exams give her anxiety. She is able to take something she has experienced and relates it to those key words given.
Throughout my education I have been given many different writing prompts on a wide array of topics. I have always picked out key words to use to think of an image or topic and relate to it. I never thought that this way of thinking and rethinking was called "felt sense" and was a technique used in a composing process. However, after reading this piece, I know can understand that I have always possessed "felt sense" without realizing it since it is also referred to as "inspiration" and one's "inner voice". "Felt sense" is your voice that you project onto paper.
Wednesday, February 10, 2010
Monday, February 1, 2010
Teacher Involvement in the Writing Process
Throughout the reading, Williams discusses the process approach of writing and introduces the significant idea of having student-centered instruction. He states that there are three key factors provided and implemented by the teacher that are used in order to improve student writing. They include "(a) asking students to write often, in meaningful contexts, (b) providing frequent feedback on work in progress, and (c) requiring numerous revisions based on that feedback" (p.101). As teachers, is it a good idea to focus on these three factors for our students' writing improvement? What are the benefits of being continually active with your students during the writing process as well as providing a student-centered learning environment?
Personally, when I first read these three factors that are described in student-centered instruction, it reminded me of my writing instruction throughout elementary school (and somewhat into middle school). My former teachers were very active with my classmates and myself during a writing assignment. There were weekly to bi-weekly conferences with my teacher, peer revisions and conferences which were also known as "writing workshops". By having my teacher involved throughout the writing process, I was able to write and gain feedback which helped me understand and improve my writing.
Because of my experiences with this type of learning, I would agree that teachers, especially at a young grade, should engage in the instruction of these three factors. Students do not write enough during daytime instruction these days and by allowing them to write and consistently meet with them, it allows you to see their progress individually and assess their writing ability. In return, this benefits you because you will be able to see the improvements that certain students need and allows you to meet and work with them on a one-on-one basis.
By providing "writing workshops" and student interactions in the classroom, it also allows student feedback and to practice peer editing and revision. Students will take a more active role in learning by applying their writing knowledge and skills in a more interactive way where they are able to be the teacher and help their peers.
Overall, I believe that this way of teaching is an effective tool for student learning. Too many times are students asked to write and go through the stages of writing alone. These learning technique allows them to gain an understanding of everything that is incorporated in writing by discussing with their teacher and their peers, which in the long-run helps improve their writing.
Personally, when I first read these three factors that are described in student-centered instruction, it reminded me of my writing instruction throughout elementary school (and somewhat into middle school). My former teachers were very active with my classmates and myself during a writing assignment. There were weekly to bi-weekly conferences with my teacher, peer revisions and conferences which were also known as "writing workshops". By having my teacher involved throughout the writing process, I was able to write and gain feedback which helped me understand and improve my writing.
Because of my experiences with this type of learning, I would agree that teachers, especially at a young grade, should engage in the instruction of these three factors. Students do not write enough during daytime instruction these days and by allowing them to write and consistently meet with them, it allows you to see their progress individually and assess their writing ability. In return, this benefits you because you will be able to see the improvements that certain students need and allows you to meet and work with them on a one-on-one basis.
By providing "writing workshops" and student interactions in the classroom, it also allows student feedback and to practice peer editing and revision. Students will take a more active role in learning by applying their writing knowledge and skills in a more interactive way where they are able to be the teacher and help their peers.
Overall, I believe that this way of teaching is an effective tool for student learning. Too many times are students asked to write and go through the stages of writing alone. These learning technique allows them to gain an understanding of everything that is incorporated in writing by discussing with their teacher and their peers, which in the long-run helps improve their writing.
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