Just Begin? How Do I Do That?

Beginning this post embodies everything Cameron and the NCTE committee talks about. The inevitable fear of beginning any piece of writing whether it be digital or physical writing with some writing implement. Cameron's suggestion on "just beginning" can be very difficult for some students. As for an undergrad aspiring English teacher, like myself, just throwing your thoughts out there can be a very practical way to get your ideas down and then revise when necessary. The main issue is that many students regardless of what grade their in have this innate feeling that in order for their writing to be "good", it has to be perfect. Basically, "we try to do it 'right'. We try to sound smart. We try, period" (The Right to Write Cameron 3). We must find a way, "To resolve a tension between writing as generating and shaping ideas and writing as a final product (NCTE). Both Cameron's piece and NCTE's article convey that writers of today are held back by doubt and fear of their writing not being "good" enough. Writing is not strictly for receiving credit but should be viewed as a a tool for thinking and an act of discovery (NCTE).

                                            

We find it necessary to have, "validation from others that [we] are writers. The [writers] passport is stamped in ways that indicate they are writers" (The Right to Write Cameron 7). Without this, we are unable to associate ourselves with being a writer. I relate to this notion that it is difficult to recognize yourself as a writer because of these "myths" that subconsciously make you feel as though your writing will never be as valued as these accredited writers. By simply writing, you are a writer. It is important to tear down this high pedestal of what it means to be a writer to show students there is room for them. The NCTE article also agrees that writing is a process. You do not just wake up one day and are an incredible writer who articulates with ease. It comes with practice.  With this practice, we must challenge the way we engage students in their writing to not only become better writers. I personally agree with the NCTE article that we have to show relevance and make connections to the social and cultural aspects of writing. Students feel as though writing is not important until we incorporate writing into their lives. A great example of this is a RAFT (Role, Audience, Format, Topic) below.

                                  

Using this method, you take on different perspective, gear your writing towards a particular audience, and use different modalities to convey a specific topic. In doing this, you allow your class to become more student centered and give the students more choices. NCTE puts it, "you must include ample in-class and out-of-class opportunities for writing, including writing in digital spaces, and should involve writing for a variety of purposes and audiences, including audiences beyond the classroom" (NCTE).  Using this strategy also helps students understand that their is different forms of writing and when to appropriately use them. Not all writing has to be academic writing where, "we are inclined to a rather pedestrian prose denuded of personality and passion, perhaps an even a bit elevated in tone as if writing is something to be done only of the loftiest of motives" (Right to Write Cameron 3). Creating a different formal for students to use allows them to recognize there are other ways to write and will allow students to bring it into their individual lives and encourage them to hopefully use writing in their daily lives. With this in mind, it is also imperative to teach the fundamentals of our "pedestrian prose" of our academic writing. The message I have taken from these readings is to find the balance of encouraging your students to be avid writers as well as reminding your students that writing is an ongoing process.