Writing and representing make up a significant proportion of the middle school English Language Arts curriculum. The BC IRP suggests that 20-40% of the time in an ELA course should be allocated in grades 1-3, but this allocation climbs to 30-45% for the Middle Years students in grades 6-7. During this transition, students slowly move away from a strong focus on oral language to the exposure and development of the many forms of written language. This is a crucial time for students because the transition towards more complex forms of communication can be especially challenging. In an ELA class discussion, it was revealed that the Middle Years are a time in which students decide whether to continue to stay engaged in literacy.
With this in mind, I believe that it is important to teach students about the relevance of writing and representing in their lives. This is a central theme in Nancie Atwell’s book In the Middle, and she has provided extensive guidance on how to foster students’ interest. Through workshops, brainstorming, or any other form of creativity, she encourages the goal of finding relevant and personally interesting topics for her students. For this reason, the goal is also prominent in the Strategies and Purposes sections of the IRP.
I think it is important to teach students about the power that they writing can hold. Great writers are not only creators of excellent books, but some of the greatest movies, television series, and inspiring speeches in history. The writers themselves may or may not be famous, but they have a tremendous impact on both individuals and society. Even a succinctly delivered line such as, “One small step for man, One giant leap for mankind” can echo throughout the rest of the history.
Writing and representing are intimately tied to the processes of thinking and reasoning. Students need to be taught that the first ideas in their head are likely to be incomplete and unrefined. Just as a master paint applies layer after layer of paint to create the final piece, writers need to re-examine their work to iron out the kinks and provide sufficient depth of knowledge and understanding. During a guest appearance from Robin Stevenson, who is a professional writer who has published a number of books at the adolescent level, she described the highly involved process of editing her writing. She receives large amounts of feedback and constructive criticism in the process of completing a book.
The value of critically analyzing one’s own work was also apparent in an article written by high school student Gabrielle A. Habeeb for Voices from the Middle. Habeeb, a passionate reader and writer, stresses the importance of honest and constructive feedback in her writing process. She states that she doesn’t, “want to be humoured just to find a C at the end” of her assignment. Habeeb is a writer who already wants to improve, but she has a mindset and confidence that not all students are going to have.
Since not all students will be budding writers submitting polished pieces for professional journals, teachers need to be realistic about skill levels within their class. Students need to be taught that writing is a learning process, and it is okay for work to be flawed as long as they are on the path to improvement. In our class focusing on the psychology of learners, we discussed the importance of praising a student’s work ethic - not their natural ability. Modern teachers need to incorporate this into their approach without using the saccharine compliments that were so distasteful to Habeeb.
Not every student will be passionate about writing and representing. It is probably unrealistic to hope otherwise. There are hundreds of art forms, hobbies, and interests that different people will have a natural inclination towards. However, writing is a powerful thread that can connect them all. If students see the power of writing and communicating, they can connect this knowledge to their own passions. In this way, teachers can encourage the development of not only strong writers, but intelligent thinkers who may even connect more deeply to their greatest interest.
References:
Atwell, N. (1998). In the Middle : New understandings about writing, reading, and learning. 2nd Edition. Portmouth, NH: Boynton/Cook.
British Columbia Ministry of Education. (2006). English Language Arts K to 7: Integrated Resource Package. URL: http://www.bced.gov.bc.ca/irp/welcome.php
Habeeb, G.A. (2011). An Open Letter to Language Arts Teachers. Voices from the Middle, 18(3), 2011.
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