# data[].attributes.body
The real-life contexts for writing make so much sense, but there is very little of that tested in the SOLs or embedded in the curriculum. Adding activities like blog posts and running commentaries on the Google Classroom feed are great extensions, but the bottom line in college readiness still revolves around students being able to write various modes of essays. Few people have to cite their sources in real life, but students need to be able to write a research paper with appropriate references and citations. On the second research project, I allow them to choose their end product for summative assessment, like creating a website, a video, or a podcast, but the students must grasp the basics first

# data[].attributes.headline
I liked how the author models writing for his students, especially how he shows them that you can write about one topic in many different ways.  I think having students practice writing for different purposes on a topic that they like would be a great way to introduce them to different forms for writing. I might try this strategy in my classes!

# data[].attributes.subject
I liked how the author models writing for his students, especially how he shows them that you can write about one topic in many different ways.  I think having students practice writing for different purposes on a topic that they like would be a great way to introduce them to different forms for writing. I might try this strategy in my classes!

# data[].attributes.body
"...when teaching students how to write, the most effective strategy is a teacher who write, and thinks out loud, in front of his or her students" (Gallagher 16). Last year, during the end of year research project, I picked a topic, did research, and wrote a paper on both sides. I continued that practice today. I have also debated students, writing out my part of the speech. I want them to see not just a final product, but every step of the way. If they see me make a mistake or get stuck on a word, they know that it's okay.

# data[].attributes.body
"Writing has become foundational to finding meaningful employment across much of the workforce." A writing sample is required as part of most job application processes. Even for jobs such as janitors, fast-food workers, landscapers, and chefs, there is a requirement for clear writing skills. Students need to know that good writing skills are important not just in the classroom but on their jobs and in their adult lives.

# data[].attributes.body
"By observing how I write, my students also need to closely observe how others write. If I want my students to write good persuasive pieces, for example, I need to place excellent examples of real-world persuasion  next to them and have them emulate them."
To me, this practice is necessary for many reasons, but most importantly, modeling and model texts are a way to support novice writers. Many students think writing is hard because, well, IT IS! As adults we struggle to write on certain topics or in certain genres. Let them see that it is hard for EVERYONE. This helps to lessen the fear of writing and gradually build their confidence in writing. Doing so based on real-world examples also helps students see how writing can APPLY to real life. Ever wonder when the heck you're going to need to know how to use a protractor? Yeah, me too! However, writing skills are much easier to apply to real-life. Why not have them practice using authentic writing examples so that writing is less of a chore and more of a life skill?

# data[].attributes.body
So...the absurdity of the scenario where the student runs into her teacher twenty years later and raves about how much she "analyze [s]  the author's use of tone," and that she keeps a tone journal at home and applies it to everything she reads," really made sense to me. Yes, students need to know the importance of tone--specifically their own tone--in writing, but wow!  How weird does this "tone journal" activity (which, by the way, sounds like something that would be praised by educators across the board as good practice) sound?  Pretty dang odd.

The second scenario with the letter to the editor and the blog example really is quite a real world example that would make any English teacher giddy.   I suppose balance and practicality really are the keys when it comes to devising writing instruction.

Now, where can we find more time to devote to this kind of work?  That's my biggest concern.   --john

# data[].attributes.headline
" Writing well does not begin with teaching students how to write; it begins with teaching students why they should write." Students need to authentically feel the real-world purpose of why they are writing; otherwise, it is just another school assignment. 

# data[].attributes.subject
" Writing well does not begin with teaching students how to write; it begins with teaching students why they should write." Students need to authentically feel the real-world purpose of why they are writing; otherwise, it is just another school assignment. 

# data[].attributes.headline
"In a time when the ability to write has become not only a 'predictor of success' but also a 'basic requirement for for participation in civic life and in the global economy,' writing seems to have gotten lost in many of our schools. Buried in standards, ...testing ... writing is not being given the time and attention it deserves." (5)

# data[].attributes.subject
"In a time when the ability to write has become not only a 'predictor of success' but also a 'basic requirement for for participation in civic life and in the global economy,' writing seems to have gotten lost in many of our schools. Buried in standards, ...testing ... writing is not being given the time and attention it deserves." (5)

# data[].attributes.body
"My sense is that the writing requirements of most schools actually serve to  limit our developing writers." (7)

Stephanie McGurty

Let's face it, if the state tests it, we teach it.  If the state doesn't test it, well, it isn't given the importance it needs.  We need  to get the students in VBCPS  to that next set of 5 year goals and beyond - and writing just isn't given its proper devotion/attention.  Simply put, teaching writing is hard!  Reading, after all,  is tested almost every year.  Cries from parents, students, teachers that we 'we are testing our kids too much'  result in what?  REMOVING one of only three writing tests we give in a child's entire 12+ years of public school?  This makes little to no sense.  Regardless,  that's the way the system is right now, so we need to figure out a way to get our kids to write ... A LOT to promote good writers that sit in front of us right now.  I think the answer ties into answering the overarching questions on page 8:
"How do we get students to see that the hard work and frustration that comes with learning to write well is worth it?"
and
"How do we get students to see the importance writing can play in their adult lives?"

# data[].attributes.body
"Another benefit of teaching numerous purposes for writing is that it enables students to stretch themselves as writers." (11)
For years we have talked about improving reading skills by giving students leveled text and also challenging text to help them  grow or "stretch" and develop into better readers. For some reason, I have never thought of applying the same idea to writing. It makes perfect sense, to become a better writer you also have to "stretch" yourself. I think the purpose for writing chart is very beneficial in that the students can choose a subject they know well and use the same subject to write for different purposes. Therefore, rather than getting caught up so much in the "what can I write", they can focus on the craft of their writing and really practice the writing, thus becoming more fluent writers.

# data[].attributes.headline
"Much like painters who create different kinds of paintings, writers create different kinds of writing.  Giving students stacks of newspapers and having them hunt for the various purposes helps them begin to understand that not all writing is the same." (11)

# data[].attributes.subject
"Much like painters who create different kinds of paintings, writers create different kinds of writing.  Giving students stacks of newspapers and having them hunt for the various purposes helps them begin to understand that not all writing is the same." (11)

# data[].attributes.body
To me this statement hones in on two very important premises underlying teaching writing:
1. Writing well is intrinsically tied to reading more and noticing craft and style in what you read.
2.  Allowing students to explore quality writing on their own pushes them to have to evaluate both the writing and their own thoughts about what makes quality writing, which in turn helps them become better writers.

# data[].attributes.headline
"Students who are taught how to write without being taught the real-world purposes behind authentic writing are much more likely to end up seeing writing as nothing more than a school activity - nothing more than a series of obstacles..."

# data[].attributes.subject
"Students who are taught how to write without being taught the real-world purposes behind authentic writing are much more likely to end up seeing writing as nothing more than a school activity - nothing more than a series of obstacles..."

# data[].attributes.body
This statement made me feel so sad. We don't want students to feel as though writing is just another obstacle or hoop.  I love the idea of revamping our writing tasks to be more authentic.

# data[].attributes.headline
"Writing well does not begin with teaching students how to write; it begins with teaching students why they should write."  

# data[].attributes.subject
"Writing well does not begin with teaching students how to write; it begins with teaching students why they should write."  

# data[].attributes.body
This is our biggest struggle and obstacle as English teachers.  We need to convince our students and colleagues that writing truly is a life-skill.

# data[].attributes.body
Please use this space to share your thoughts as you read pgs. 3-12.

Take a moment to also respond to others.