Entry 4

Donald Graves (2004) states “Writing is, after all, a medium for learning to think” (p. 90). For me, writing has always been a way for me to reflect and clear my head. Writing helps me organize my thoughts about my day, reflect what I have learned and what I have read, and to think back on my experiences. I approach different genres of writing very different, and I have come to learn that through my experiences with writing. When I am engaging in reflective writing where I am the focus, I take time to stop, think and analyze whatever it is that I am writing about. By analyzing my thoughts I am able to work through difficult decisions, reflect on my emotions and where they are being driven from, and most importantly I am able to walk away from the writing knowing that my headspace is clearer because I took the time to stop, think, and analyze. Taking the time to stop, think, and analyze my thoughts is something that I do with ease, it is not something that is forced. On the other end of the spectrum is academic writing. If I am being honest, I do not enjoy most academic writing. Now, don’t get me wrong I have enjoyed writing several writing pieces over the course of my education, but often times, the only ones I enjoy writing about circle back to personal writing, often in the form of reflection. Other academic writing I do not take the time to question, and re-consider, imagine or discover. I am writing to get the assignment done. I am not taking the time to clarify, refine or synthesize what I write. More times that I’d like to admit I have written an assignment from start to finish, and I barely will look back over what I have written, I typically only look from spelling and grammar mistakes.  I think I am like this because when I am asked to complete an assignment and I do not find much personal gain from it, I do not put forth my best thinking or writing. This is 1000% something that I know I have to keep in mind when I am asking my students to read or write. It is so incredibly important for there to be a purpose.

I love reading, and I love writing. I love the statement that Kucer & Rhodes (1986) made when they stated “We believe too that reading and writing are interrelated processes and support the use of the counterpart lesson during literacy instruction.” (p. 187) Reading and writing are so connected, and I think that it is important to be mindful of that while planning our instruction. There are so many possibilities to make meaningful connections between the two, connections that can make students fall in love with reading and writing, and change their mindset around literacy. Have students engage in learning logs or simulated journals (Tompkins, 2019) after writing. Ask students to read other students work during a writer’s workshop block. There are endless ways to aid in students literacy development by asking them to take time to think while engaging in reading and writing.

I have never heard of “Habits of Mind” before reading the framework discussed by the Council of Writing Program Administrators, National Council of Teachers of English, & National Writing Project (2011) I have of course heard and am familiar with each of the habits discussed, but I never thought of them as a way to look at learning. (Council of Writing Program Administrators, National Council of Teachers of English, & National Writing Project, 2011) After taking a closer look at the eight different habits, along with their descriptions, I am noticing that in order to be fully engaged during writing I will have to change my flexibility and persistence with writing. I need to take time to make sure that my work is completed well and to its greatest capacity. I need to commit to the writing piece and follow through. I also need to take time to focus on the conventions of my writing piece and not neglect my work. If I am able to change these two “Habits of Mind” (Council of Writing Program Administrators, National Council of Teachers of English, & National Writing Project, 2011) then, I will be working towards becoming a better writer.

References

Council of Writing Program Administrators, National Council of Teachers of English, & National Writing Project. (2011). Framework for success in postsecondary writing. Retrieved from http://wpacouncil.org/framework

Kucer, S. B., & Rhodes, L. K. (1986). Counterpart strategies: Fine tuning language with language. The Reading Teacher,186-193.

Tompkins, G.E., & Jones, P. D. (2019). Teaching writing: Balancing process and product (7th ed.). NY, NY: Pearson.