Reflection Papers

When I first decided to expand my education, it had been so long since I had been to school, and I was very hesitant. I talked at length about my decision with my husband and with his encouragement, decided to enroll but still was not quite sure which degree program to enroll in. I knew that this was something that I had always wanted to do since I obtained my Associates Degree in Nursing, but I did not have the courage, nor did I want to give up the time with my family and children. I second guessed my abilities and my knowledge because it had been so long since I had been in college. Now that my children are about to graduate high school and

Students are subjected to write an array of essays, but they lack the required tools needed to effectively deliver a great paper. They are struggling to write and teachers are needing to design and conform to their current student’s needs. New methods are created and implemented in order to execute the daunting task of learning how to write a well-developed paper. Practical recommendations are brought forth for teachers to use and good teachers will learn to design instruction and activities based on suitable references. Teachers must set goals and deliver their lesson with specific strategies to meet their objectives. They must learn to improve skills dramatically by observing and modifying the students. Teachers must plan strategies in order to help the struggling students catch up or exceed in their writing skills. They must learn to motivate their students by keeping them engaged throughout the writing process if not they risk losing the student’s ability and focus to do better.

Teachers, parents, and friends often tell students exactly what the writing process should entail and how long it should take. However, the older I get, the more I realize that the writing process varies not only from person to person, but also from one writing project to the next. Throughout my years of life, I have written countless papers, ranging from a persuasive speech to an extensive research paper, and each project requires an altered version of my personal writing process. While each individual has his own writing process, there can be many similarities between different writing processes. Finding one’s individual writing process takes trial, error, and repetition. When an individual finally uncovers his unique writing process, better thought, work, and writing is produced.

Graham et al. (2012) explores a meta-examination of the written work intercession writing, centering our endeavors on genuine and semi tests with an end goal to distinguish powerful instructional practices for instructing written work to elementary students (Graham et al., 2012). The article focused on meta-investigation of test and semi exploratory written work studies directed with elementary students (Graham et al., 2012). The authors contributed tables which displayed the effect sizes and results for written treatment. Graham et al. (2012) distribute several strategies that educators can implement in their classrooms. Some strategies included strategy instruction, grammar instruction, scaffolding, assessing writing, prewriting, and peer

Weekly, one-page response papers are assigned based on their readings, which helps students understand my writing expectations, and gain confidence as the transition from generalized and vague language to academic writing. In class writing assignments, which deal with key questions from their reading, also helps students make the transition. After reading “Why I Write” by Joan Didion, I invite students to write a short essay about their writing process. Each reading and writing assignment escalates in difficulty, with the intention to build confidence, reduce anxiety, and overcome fear about their writing process, while increasing their academic language.

I feel that I am qualified to write a paper on this topic as I am currently a tutor for the Azusa Unified School District and have experience teaching certain writings in the classroom.

Writing is a task that involves many cognitive processes. Because of this, it can hold some challenges and teachers can struggle with finding the right methods to teach the skill effectively. Fisher and Frey (2013) explain that “Writing needs to be taught” (p.96). A teacher cannot only give a prompt and tell their students to write about it without giving some instruction before it (Fisher & Frey, 2013). Also, writing cannot be limited to just English. Language Arts (ELA). It comes down to writing in every subject every day. Another point is that we cannot tell a student to write if we as teachers are not willing to write themselves. To teach students to be passionate about writing then teachers need to have that passion too. Young children

Shared writing is an authentic learning process that helps students to learn necessary skills of writing process. In the instructional process of shared writing, teachers compose text together with the students (Ukrainetz, Cooney, Dyer, Kysar & Harris, 2000, p.334). I use the approach of writing aloud process with my students to describe and model out the different stages of the writing process. In this process, I combine the shared writing strategy by participating in writing, along with my students and provide guidance and support so that they feel confident to contribute their ideas and thoughts. Additionally, I guide my students to focus on the specific elements of writing to produce the final writing piece.

Everyone has different techniques in their writing process. Some people analyze the prompt and others simply glance over it. Although, everyone is taught the same writing process they still have their own way of writing. In order to make their paper standout, they need to think creatively. Writing can be a piece of cake or difficult for students. Many students pay attention to certain steps more. I pay more attention to brainstorming ideas, but sometimes in order to be an effective writer I need to focus on everything as a whole. Everyone has their own twist when developing their essay like analyzing the prompt, brainstorming, and proofreading.

Every writer has their own approach to the writing process. Some people may be extremely good at writing while others struggle. I know I was always one of those people who struggle with writing. In high school, I would always have to get help from a tutor or one of my teachers. It was always hard for me to stay focused enough to know what I needed to write about and what order everything needed to be in. it wasn’t until my senior year of high school when I finally had an English teacher who actually tried to help me with my writings. My teacher would work with me just a couple extra minutes before and after class making sure I knew what I would have to fix before I turn in my paper. He tried to help me with grammar and punctuation, but I

Specifically, giving the child a picture with their name written on it so they can visualize exactly how it looks, then compare it to another child’s name so they can see the similarities and differences between them. Next, allowing the children to write their name with gentle guidance and reinforcement will help them to build confidence in their ability to write. Also, working on proper grip by introducing them to the idea of writing early on also exists as a valuable step to take while preparing children for writing later on in their academic career. Finally, I can ask the children to explain what they wrote and created in their work, this helps them to recall and retain what they did and also helps the teacher to see areas the child might need improvement and allows them the opportunity to make an adjustment in the child’s learning

Writing papers has not been my strong suit in school. Writing papers has bad days, as well as good days for me. One day I can write a five page paper in one sitting, another, I struggle to write a sentence within half an hour. Writing, as well as using the writing process, is a very daunting task, in which I hope to excell in throughout the course of this year. Although I have struggled with writing in the past, I believe that I can turn this around by utilizing the writing process, as well as reducing the mistakes that have been made in the past.

Young writers today are only being forced to write on boring topics or do not have to chance to pick their own topics. According to “What Teens Tell Us Encourages Them to Write” title, teens are not learning the writing content and process skills needed to succeed in continuing education and the workplace. Teacher make students writes because it in the syllabus but do not allow the students to think through them enough. If you need to write and think about it, you will have to get enough time but recent studies have shown that many students are given inadequate writing instruction, little time to practice writing in classroom environment, and a few opportunities to write longer research-type papers. Teachers needs to explains clearly to students in order to make them think through the work.

We begin at an early age training our brain how to work in coordination with the rest of our body. Walking with one foot in front of the other, holding a fork and getting it from the plate to our mouth with the food still on it, all require training muscles to respond in a certain fashion. Then we progress and learn various other skills and facts that cause us to function in certain fashions. We learn what is deemed as right and wrong in society and then try to live within the norm. After much observation and study some of us, myself for one, believe that the sun comes up and goes down because that is how God made the world. That much I know to be true, but my understanding of how that works falls short. We try repeatedly to understand the things we know and yet we continue to search for clearer and sometimes even reasonable answers. How does our mind work? Do we know or do we understand? Turn left and you will go right, turn right and you will go left, said no one, until Destin Sandlin tried to ride a bike that worked backwards.

Over the course of the semester, I have been fortunate enough to work with a student who is having difficulties when it comes to reading. My student does not have difficulties when it comes to hearing a word, but rather when he sees a word. My student has definitely benefited from one on one work with me as well as the additional help he’s getting from the reading specialist during their WIN (what I need) time. My student does not like to read because he knows that he is struggling and he is embarrassed about it. When my student goes to his WIN time, he does really well because the instruction is at his level and there are only two other students who are also on the same level there as well. Besides the current intervention, programs I would recommend are Direct Instruction: Reading Mastery, Letter Spacing, Wilson Reading System and the Lindamood program (LiPS).