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Teaching Writing

Teaching Writing
Teaching Writing

Teaching Writing for the "Real World": Community and Workplace Writing

We live in a highly textual world. Texts meet us and our students at every turn: on our cell phone screens, computer screens, in the news tickers that run along the bottom of our television screens, in newspapers, magazines, books, trade newsletters, email, memos, reports, billboards, advertisements, forms, bills, policies, instruction manuals. The world's work largely transpires through Breitling Replica text—business, government, and entertainment are all mediated by writing. Interpersonal communication is also largely written now with the advent of technologies that facilitate written talk.

In contrast to this reality, much of the teaching of writing in high school classrooms does not include these kinds of texts in our conversations and in the writing that we ask students to do. Many students leave English language arts classrooms thinking that writing equals creative writing, literary analysis, or the five-paragraph essay, without making the connection that most people write as part of the work they do and as part of being a member of society. Often, in our teaching of writing, we overlook the kinds of writing that are connected to the "real world" that our students and their families interact with on a daily basis.

As teachers of writing with varied experiences in secondary schools, Upward Bound and ELL programs, colleges, and teacher education, we have begun to see the merit of broadening the kinds of writing and texts that we teach. Specifically, we have developed a curriculum that brings workplace and community writing, along with rhetoric and visual design, to the forefront of our writing classrooms. Here, we want to share our experiences with teaching community and workplace writing with student writers, and we propose that teaching this kind of writing in the English curriculum can tap into students' interests, literacy experiences, critical-thinking skills, and rhetorical awareness.

In this article, we offer an approach to teaching that can help students prepare to write for the workplace and in the community: a case study of community-based writing. In this case-study project, students work in groups to study the writing needs and practices of a community-based group or organization, such as a local public library, a student organization, or a nonprofit health Tag Heuer Replica clinic, and then students work in groups to create a document the organization needs. We explain the rationale for such a project, the project design and implementation, tips for making the project a success, and implications for student learning about writing for varied audiences, document design, and creating documents that are meant not only to be read, but to be used.

About the Author

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David Biespiel: English
Professor David Biespiel is a Man Who, in his own words, “likes writing poems.” As the university’s writer-in-residence, he has been teaching classes here in poetry and creative writing since 2007. He is also the author of four books, a columnist and a political commentator. “I do multiple things,” Biespiel said, and it couldn’t be more true. Biespiel teaches [...]
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How To Teach Writing

Writing is something that every one of us indulges in to some degree during our lives. We write at school and at college, at home and at work, and while we may not be putting pen to paper writing on a computer is still writing. Teaching writing takes patience and common sense, yet you do not have to be a classics master to teach people the basics of writing. Most of what is to be taught combines common sense with getting the best out of an individual technique and, as such, follows a pattern.

If you are intending to teach creative writing then the important factor to remember is that everyone is different; what one person writes will bear no relation to what another produces, and that is why writing – creatively and originally – is such an important aspect of our lives.

If we all wrote in the same way, with the same style, nothing would progress; we would be stuck in a rut and all reading the very same thing. This is why the major aspect of teaching creative writing is in helping the writers to engage with and develop their own style.

Everyone has a style, a preference in the way they use words, and reading a selection of contemporary short stories is a good indication of this. It is nurturing this style that is part and parcel of the teaching process.

Of course, there needs to be great attention to grammar and spelling; while computer spell checkers can be used to some extent in the respect they should not be relied upon as they cannot be completely accurate.

Grammar is one of the English languages most difficult aspects, for it is a language with many strange nuances; teach your pupils the correct use of the apostrophe, comma’s, the capital letter and the full stop and you will be half way to getting them on the right track. In particular, apostrophes can be very troublesome indeed.

Once they have the basics of grammar mastered the trick is to bring out the inner self; set them a task that involves describing something very ordinary – a picture, a scene, an incident – and tell them to write about it in their own manner. This will enable them to nurture their style and keep on the right track.

An important thing to remember is that, grammar aside, there is no right and wrong with writing. You may not like the way a pupil writes, but others will – do not stifle creativity, encourage individuality and bring forth the original.

About the Author

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Teaching Writing

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