Writing Instruction

While it is difficult to remember the early years of writing instruction I received, I know my experiences most closely aligned with the learning view.  My teacher had a traditional writing classroom, where direct instruction was used to teach the aspects of writing.  Instruction started with the parts of writing, and then eventually we wrote whole texts (Freeman & Freeman, 2004).  However, we never began with a message.  We always learned the skills, and then worked on actual writing.  I wonder how much better of a writer I would have been in my early years if I would have been encouraged to start with a message, and then taught the skills needed to publish my thoughts.  I was always directly instructed to combine words into sentences, but never taught the power and beauty that language can convey.  Upon reflecting on this experience I realize that I am more of an inspired writing teacher, ensuring my students do not miss out on the writing instruction I did.  It is almost as if I am making up for lost experiences in my own writing instruction.  Teaching writing from an acquisition view is exciting and refreshing, and helping students express themselves in writing is invigorating. 

Freeman, D., & Freeman, Y. (2004). Written and Second Language Acquisition. In Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.