The Reading Writing Connection

The Reading and Writing Connection

I’m sure most of us have heard the saying that a good reader is a good writer and that a good writer is also a good reader. This is indeed true as many educationalists such as Francine Prose (2006) who contended that “reading and writing abilities are complimentary and that growth in one skill inevitably leads to growth in another. Therefore it would seem logical that these two traits would be integrated seamlessly in the classroom. However, for a long time sad to say, this was not the case. Many students including myself were taught reading and writing in isolation. None the less as expected whenever students were asked to write a narrative piece they immediately would adopt a writing style which was similar to their favorite author’s. For instance, at primary school whenever I was asked to write, the imagery I used then were almost identical to the Hans Anderson fairy tales I had read. However I never quite understood why I actually used these images in my writing. What teachers could do is, using the reading writing connection, make students more aware of the reasons why a writer opts to use certain words in their writings. In doing so teachers help students to understand that persons write with a purpose and an audience in mind. This in turn would mean that when students write, they too would be more conscious that what they write is intended to be read by someone. Additionally, on that note, it should be mentioned that many of our students are not given adequate opportunities to actually write with the intention of having their work read. By creating an atmosphere where students are able to write and have their peers at least read or edit their produced work, a teacher ensures that students become more aware of the reading and writing connection which ultimately means that both students reading and writing will gradually improve.

The Pre- Writing stage

Why should I pre-write and how do i begin the pre- writing process. These were words that once echoed through my brain whenever I was given any writing activity to do at Secondary School. First of all, in other the answer the question, “why should I engage in a pre writing process? There is need to define the term pre writing. Pre- writing according to Lorcher ( 2009) is

”exploring and organizing ideas before writing. prewriting strategies must include what the purpose of the writing is and who the audience of the writing is."

What this means is that during the pre-writing stage writers are basically planning for what they intend to write. This is of great importance because having such a plan would for the most part ensure that ideas are well organized and that the audience for which something is written would be better able to follow a writer’s trend of thought. The importance of pre-writing therefore cannot be downplayed.

However many of our students at secondary school, do not engage in prewriting during the writing process. The reasons for this in my opinion are twofold: Firstly, due to the over reliance on traditional assessment methods in our classrooms many students ignore the pre-writing stage when they write in other to complete a given task so that they are awarded a good mark. Consequently many students view the pre- writing process as a time wasting experience, where attempting to pre-write would mean time lost. The next reason why students do not pre write is because students don’t actually know how to go about pre-writing. Many teachers simply go to the class room and tell students “ You need to pre- write before any meaningful writing takes place”; not bothering to at least model how one actually goes about the pre-writing stage. Students in turn are left in limbo not knowing what to do except to just simply ignore the prewriting stage. Consequently, I believe there is need for teachers to constantly model to students how to engage in effective pre-writing.

Lorcher ( 1999) for instance highlighted the following procedures be used by teachers when they teach students to pre-write :

1. Brainstorm. Encourage students to think outside of the box.

2. Model the exercise. Students like to see how something is done first before they could attempt it.

3. Give examples. Students like to see examples. Show them a completed essay as well as the planning for that particular essay.

4. Help them come up ideas, though do not do all the work yourself. Be an active participant.

5. Reinforce the fact that students are doing a good job, even if their work is not-so-great.

Some strategies which teacher could model to help students during the pre-writing stage

1. Free writing-writing freely about whatever comes to mind without regard to mechanics. Use this technique in 10-15 minute increments. This technique is very adaptable and can be used as a reading writing connection response, response to discussion or response to a picture or artwork.

2. Wet-Ink Writing- Nonstop writing in short (2-3 minutes) bursts of time. The goal is to generate as many ideas as possible “without lifting your pen”. The key is speed and not lifting the hand from the paper. The purpose of this technique, like free writing, is to increase fluency.

3. Trigger Words- This is a combination of free writing and free association. The goal is to jog the memory with certain strong words and to see how many associations or interesting angles the writer’s mind finds. The teacher calls out a word and everyone writes as quickly as possible. The students can write words, phrases, and sentences.

4. Free Association- This activity is designed to get students thinking. Set up two words with spaces between them and try to fill in the blanks with words that make sense with each word. (The Wheel of Fortune has a version of this called Before and After) The more spaces between words, the more difficult the challenge and the more associations that can be made.

Old______shop

Old furniture shop

5. Sentence Stubs- Open ended sentence fragments meant to be finished to spark interest.

Today I thought….

If I won the lottery I would first…

My most important possession is….

6. Journal Writing-

These can also be called daybooks, logs, learning logs, and writer’s notebooks where students can collect ideas and respond to various prompts. This collection of ideas can then become a resource for topics and pieces of writing

7. Brainstorming – Is a collaborative pre-writing activity where a large or small group generates a large number of ideas.

8. Listing- The trick is to generate not just one list but several. Use one list to generate later lists to help to narrow or fine tune a topic. Start with very broad topics then narrow as more ideas are generated to come up with specific topics for writing. Give each list a specific title.

9. Blueprinting- Draw a floor plan of a house where you currently live or a place you know and are familiar with. Label each room what you call it. Then list specific people, places and events that happened in each room. After generating several events from each room, circle ones you might like to explore in more depth later.

Whenever I begin the pre- writing process I generally use graphic organizers such as Venn and Webb diagrams . For instance, when using a webb diagram I would begin firstly by writing my topic in the centre of the diagram. I would then begin writing the supporting details for my topic on my webb diagram. After this is done I try to organize ideas whilst pondering on how these ideas would be best constructed into paragraphs.

Evaluation of the " Faceless Teacher"

Analysis Of The Faceless Teacher

Ideas and Content

1. The writer uses clear, focused and original ideas and details to support the topic.

2. The ideas are appropriate for the audience and purpose.

3. The writer uses sufficient details and examples to help the reader/ listeners understand their message.

Word Choice

1. There is use of accurate, specific and powerful words that make the meaning clear.

2. Writer uses literal or figurative language when appropriate.

Organization

1.The beginning is interesting.

2.Writer organizes details in a way that they make sense.

3.Sentences are organized to support writers’ ideas.

4.The writer uses smooth transitions between sentences, ideas and paragraphs.

Sentence Fluency

1.Writer uses simple, compound, and complex sentences.

2.Writer varies sentence beginnings, lengths, and patterns to enhance the flow of the writing.

Voice

. 1. The use of language is appropriate for the audience, topic and purpose.

The Writer's Purpose in the faceless teacher.

The faceless teacher is a an expository piece of writing, addressing the pernicious effects of the computer in education. In fact, from the essay's title " The faceless teacher" the writer sets the stage that he is going to be talking about an abnormality or arguably something which is wrong. After all, someone without a face has no identity and is essentially a stranger; and throughout the piece one of the arguments posited by the writer is that the computer is a cold soul less stranger who lacks human instincts and therefore pales in comparison to a living breathing human being. The writer in my opinion expertly uses words to convey his message that a human being is a more effective teacher than a computer. For instance, the writer describes the computer as a " frightening prospect" illustrating that learning or educational advancement using the computer is a grim affair.

In trying to show some degree of objectivity in his piece the writer does acknowledge that the computer has some good qualities such as its ability to perform calculations. However, he quickly disarms this argument by citing that human beings too can calculate with the advantage of being flexible. Another argument which I believe was used to good effect is that human beings are first and foremost social animals and that the cold, stranger which is the computer is unable to provide meaningful interaction which a student will need. All in all the writer does serve his aim of dis-encouraging use of the computers and internet as a substitute for human teachers.

The writers purpose in "Lou's Place" and how

In the descriptive piece, " Lou's Place" the writer takes readers on a journey to a cafe in Tennessee. The use of language in this piece must be commended as the writer is able to paint a very vivid picture of Lou's place. Indeed, in creating this striking illustration of Lou's cafe the writer incorporates language that effectively appeals to our senses. For instance, in the sentence:

"The paint on the walls has cracks and there is a perennial smell of hamburgers permeating the air."

the writer not only appeals to our sense of sight as is illustrated by the painted cracked wall but also to our sense of smell as highlighted by the perennial smell of the hamburgers. The use of adjectives in that instance and in fact the entire piece is used to perfection as the writer seeks to not only have readers gain an understanding of what she experienced but also through such vivid imagery to bring us to Lou's place. Although , Lou's place is essentially a descriptive piece one can argue that the writter has also incorporated narrative elements in the piece of writing. This contention could be validated as the final paragraph in the piece of writing, addresses the theme of time and its effects on society.

None the less, " Lous' place is first and foremost a descriptive piece of writing and the writer's attention to details ensures that this is greatly achieved.

The Rhetorical Modes

Having knowledge of the four rhetorical modes, comprising of description, narration, argumentation and exposition is a necessity for any human being. Indeed, it could be argued that these four modes are the basis through which effective communication takes place as well as the means through which societies grow and develop. Based on these assertions it is therefore essential that students have an awareness of these rhetorical modes, in other to function effectively in society.

Although these rhetorical modes all play an important role in the English language classroom, they should not be treated as if they were the same. In fact, when compared using the six writing traits ,for instance, it becomes clear that there are significant differences between these rhetorical modes, as is illustrated below.

1. Purpose

a. Descriptive prose is used to express what a thing looks like, smells like or tastes like. In short, it portrays how we perceive the world through our five senses (sight, hearing, touch smell and taste).

b. Narrative prose recounts a personal or fictional experience or tells a story. Narration is concerned with actions in a temporal sequence, with life in motion. It seeks to present an event to the reader, a sense of witnessing an action.

c. Expository prose is discourse concerned with making an idea clear, analysing a situation, defining a term, giving instructions and the like. Its primary function is to inform and explain.

d. An argument is an attempt to convince or persuade an audience that a claim is true by means of appeals to reason or to emotion.

2. Audience

a. ( Descriptive) - Reader- to help create a mental picture of what is being written about.

b. ( Narrative) Reader- to recreate an incident for readers rather than to simply tell them about it.

c. (Expository) Reader- conveys information to the reader so that a level of understanding can be achieved.

d. (Argument) Reader- It moves the readers to take an action or to form or change an opinion.

3. Content

a. (Descriptive) It answers the question ‘what’. For example: What is it like? What is he/she like?

b. (Narrative) This mode answers the question of what. For example: what happened?

c. (Expository) This mode has the types of questions that a piece of expository may answer. Some of these are: How does it work? What are the constituent parts? What is its importance?

d.Answers the question why is this so?

4. Style

a. Description : Explicit use of adjectives, data that appeals to sensory faculties and descriptive sequence.

b. Narration: Apparent use of action or dynamic verbs,dialogue. The point of view if the narrator is usually first or third person narrator. It should include story conventions such as plot, setting, characters, climax and resolution.

c. Exposition : The distinguishing features and style of exposition incorporates the following functions: analysis, classification, definition, illustration, cause and effect, comparison and contrast and analogy

d. Argument: For the presentation of evidence, arguments use facts, authoritative opinion, and personal experience for its development whilst the rebuttal or refuting side uses persuasion in the form of repetition, rhetorical questions and emotional appeals.

5. Voice

a. Descriptive: uses details that appeals to the senses (sight, hearing, smell, taste and touch).

b. Narrative: conveys a particular mood (feeling) or to make an incident come alive, narratives employ the use of the first person or “I” narration and the third person or he/she/it persona.

c. Exposition: In exposition, the writing is engaging and reflective of the writer’s underlying commitment to the topic.

d. The voice of argument has a strong and definite position on an issue from the beginning of the piece and has enthusiasm from start to finish.

6. Organization

a. Descriptive: The organizing principle of description is spatial as it creates a virtual image in the minds of readers.

b. Narrative : The organisation principle of narration is temporal in nature meaning that its events are sequential.

c Expository: There is not one single method of organising exposition but rather a variety, with majority being based on logic: analysis, clarification, definition, illustration, cause and effect, comparison and contrast and sometimes analogy. The method chosen dictates the organisation of the piece as each method has its own distinguishing characteristics.

d. Argumentative: Argument is organised by way of formal elements and logic. The formal elements include at least two claims, the first of which being the conclusion and the other, the remaining claim or claims that are the grounds which support or justify the conclusion

Reflection on Process vs Product Writing

Is there really a best approach to writing ? I, for one, think not. In my opinion, both the more traditional, product ( model writing) and process writing methods have their uses depending firstly on the learning nature of the student being taught and, arguably on the age of the person being taught. My opinion , is certainly not objective, as drawing on my various learning and writing experiences I believe that both approaches to writing should be used when teaching students to write. In fact, I can argue that both approaches to writing are to an extent related and that process writing should be taught in conjunction with product writing to students, either beginning to write or having writing difficulties.

For all of my primary school life, product writing was the writing approach my teachers adopted when teaching to write. In fact, I can still remember my primary school teacher stating and modeling what she expected of us when we wrote. Failure to follow her guidelines meant that we were marked down. Of course, at the end of the term, the entire class had almost identical writing styles, lacking ,( for want of a better word) identity. To some that probably was not the best teaching approach, as it would not allow students to express themselves effectively. In retrospect though, I hold a different view. Although , we were not allowed to express ourselves freely, however we were provided with an approach which allowed us to be organised and ( with the little creative freedom we had), to express ourselves effectively. In essence by adopting the product approach to writing our primary school teacher ensured that we were organised, clear and concise in what we wrote. At secondary school, although I was in essence taught the process writing approach very little modeling of what was expected of me was done. For descriptive and narrative writing I was able to fall back on the model I had adopted at primary school combing with it the new process skills I had acquired at secondary school. However, when it came to persuasive writing which I had no model to follow , I was lost. As a result, although being aware of the process approach, I was unable to use it effectively because my writing lacked clarity and organization. Consequently, I left secondary school, having knowledge of the writing process but being unable to use it effectively when it came to persuasive writing.

During my post secondary school years, I thankfully,was retaught process writing, in conjunction with a product writing approach. The use of modeling was used extensively by the teacher . For instance, in teaching to write persuasively, the teacher not only opted to explain the process but using ideas generated from the class for a particular persuasive topic demonstrated how it could be employed when we write. In addition, the use of graphic organizers and how it could be employed when we write was also demonstrated. This in turn meant, that I know had a model which I was able to use when I wrote persuasively.

From these experiences I firmly believe that both the product and process writing approaches should be employed when teaching students to write. For beginner writers, being introduced to a new type of writing it is, I believe , necessary, that teacher provide students with a model to which they can follow in other to ensure organization and clarity of thought. Many students want to write but actually have no idea how to begin; with the product approach students will be provided with a foundation and gradually as they are more comfortable in writing will be able to make alterations to a particular model which would reflect their identity.