Since I missed Tuesday’s #TeachWriting chat on Twitter, I founnd the transcript, which I thought might interest you, too.
Below, compiled and edited for brevity, is the chat’s first question and responses to it.
The chat’s first question
Responses to the first question
If someone had more than one response to Q1, I’ve included only one, usually the first.
As you read, please bear in mind that respondents are a diverse group that, depending on the chat, may include K-12 teachers, college faculty, school administrators, and a variety of support staff. In some respects, their perspectives vary with their positions.
Quantity a top-of-mind goal
Perhaps it was the way the question was worded that prompted so many teachers to respond by framing their goals in terms of quantity. Researchers certainly have criticized teachers for not having students write enough; however, one might almost conclude from these responses that the teachers believe students learn to write well by doing a lot of writing without the benefit of teaching or coached practice.
I noticed no one mentioned a specific genre of writing. The closest anyone came was a reference to writing across the curriculum, which would suggest expository writing.
A couple of people phrased their goal in terms of how they wanted their students to feel about writing. Affective goals are important, but they respond indifferently to teaching and are nearly impossible to measure. If, like Ben Kuhlman, a teacher wants a student to feel successful at writing, the best way to achieve that goal is to teach the student to write.
A1: My goal never changes
Here’s what I would have given as my response to Q1:
For over 40 years, my goal in teaching writing has been to turn out competent writers. I aim for every student who enters my classroom (a physical one or a digital one) to leave being able to write expository nonfiction competently in the situations in which that student has to write. Depending on the student, that can mean writing in their college classes or at work.
In either case, students expect a quick payout.
To accomplish my goal—all-class competence—I have every student write every day in response to prompts I give them. Most days we do informal writing about course content other than writing or about some aspects of the expository writing process. One day a week is used for drafting that week’s formal document.
My students don’t leave my classes on an emotional high: They’re too exhausted for that.
But a significant number leave writing competently, even when the course is as little as five weeks.