I am now able to see my own reading and writing as far more similar processes than I had prior. I had previously viewed reading an act of internalizing and did not consider it an act of composing. I considered readers in a position to absorb and reflect upon the message an author was attempting to illustrate, which I still find to be true, but there is far more that is happening when we engage with a text. Readers interact with a text to generate and compose meaning, using what Tierney and Pearson (1983) describe as essential characteristics. These are planning, drafting, aligning, revising and monitoring. To me, the writing process is more obvious in its stages and steps, and I can recall a greater emphasis on the actual process and methods of good writing from my early education. These stages reflect what Tompkins describes in chapter 1 of her textbook, Teaching Writing: Balancing Process and Product (2012). Perhaps the reading process was less outlined in my education? Perhaps it was acquired more naturally, whereas writing is learned. I am utilizing Gee's (2001) distinction between acquisition and learning, to aid in unpacking my own perception of my reading and writing processes.
Pre-writing/Planning are stages in the writing process that have looked different for me throughout my educational experiences. I now understand that I am engaging in this process very naturally, in my early education there was a focus on each specific stage. While reading Kucer (2014) in LTED 600, there was a section on the writing process. I remember feeling as though I had been neglecting the planning stage, but as I examine Tierney and Pearson (1983) I realize that I am constantly engaging in this stage, it just looks different for me now. I am able to consider important aspects of my writing such as the purpose, audience and genre naturally as I review the specific assignment or project I am working on. Beyond that, I am able to engage in the two complimentary processes that Tierney and Pearson (1983) identify as goal setting and knowledge mobilization. I gather and organize my ideas informally but notice that if I am struggling with a writing assignment, I switch to a more outlined planning approach. A challenge related to the purpose, audience and genre of my writing is that many of my writing tasks have been for the most part the same while in graduate school. Most of my formal writing assignments are being written for a professor or peer, often the genre is expository or in the form of journal reflections, at times narrative. Tompkins (2012) raises this point in her text, she states, "When students write for others, teachers are the most common audience" (p. 7). I find project outlines and rubrics extremely helpful in the pre-writing/planning process. Often there is reading that coincides the writing assignment, and I am engaging in the planning process to compose meaning through activating my background knowledge, and some combination of procedural, substantive or intention goals (Tierney and Pearson, 1983)
For the reading and writing blog assignment, I have already been referring back to the assignment sheet, in order to ensure I am meeting the assignment requirements. This is one strategy I will continue utilizing, to review the expectations and respond to the appropriate questions in each entry. This helps me establish my goal setting and assess my current knowledge for both readings and the writing task. I can already see how I "vary the goals [I] initiate and pursue" (Tierney and Pearson, 1983, p. 570) as I revisit the readings to plan and compose my written reflections. I am now reading these pieces in the perspective of my own reading and writing processes.
I will begin to pre-write and plan for the genre pieces project by referring to the assignment guidelines. I will then choose a topic. This is a significant step in the early planning of this assignment. I will consider the purpose, audience and genre while examining potential topics that connect to my interests.
References
Tierney, R. & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60(5), 568-580.
Kucer, S. B. (2014). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings (4th ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Gee, J. P. (2001). What is literacy? In P. Shannon (Ed.), Becoming political too: New
readings and writing on the politics of literacy education (pp. 1-9). Portsmouth, NH: Heinemann.
Elise, this blog post exhibits all of the qualities of a writer who is using this writing experience as an opportunity to explore her thinking. I found the questions you posed particularly intriguing. As you continue to write here, I encourage you to take time to try and answer your own questions. I also appreciated your connection to Gee in this entry. While not a reading for 618, I can see how you would be drawn to consider the role of instruction (and *what* is taught explicitly) in schools.
ReplyDeleteMy only other recommendation is to allow yourself to take the stance of an "explorer" as you sit down to write these entries. While it is useful (as you note) to keep in mind the questions included in the prompts from the assignment sheet, it is not necessary that you have all the answers before you begin to write. You should feel free to use these entries to "write yourself into clarity" or to simply record "your ponderings in the moment."
My only question is why you included the Kucer and Rhodes article (that we read later in the semester)? I think you meant to cite Kucer's Dimensions of Literacy in the reference list?