11/12 - Supporting Writing in the Disciplines

This week, we read about the importance of supporting writing across all disciplines. In Gallagher’s Moving Writing to the Front Burner, he mentioned how crucial writing is for the future lives of students yet it’s not being taught effectively in schools. In Wilson’s A Social Semiotics Framework for Conceptualizing Content Area Literacies, she spoke about the differing ways in which students read, write, and interpret different disciplines. Also, Woodard and Coppola’s More Than Words: Student Writers Realizing Possibilities through Spoken Word Poetry, sheds light on the impact of culturally sustaining writing on student empowerment and individuality.

To have our students take an interest in writing and be able to effectively do it on their own, we need to make it relatable and provide them with the skills necessary to do so. When I think back to when I first began writing papers in high school, I remember struggling… a lot. Writing hasn’t always been my best friend and maybe if some of my teachers had incorporated some of the ideas Gallagher mentioned or the poetry unit Coppola did, maybe it would’ve eased the stress of writing for me. Gallagher mentions exposing students to the importance and impact writing has on the real world around them. This goes back to the idea of basing the curriculum around the students and making it relatable to them. Displaying the areas in which writing is important exposes them to so many more doors to the reason as to why we write. It shows them how far beyond writing goes from school and the classroom. This is also seen when the student Sujaya writes her poem and mentions how she feels about being called “fake asian.” She found it easier to write down and read how she felt. By sharing her poem with the class, she was able to see the impact her words had on the world around her - even if it’s the smaller one of a classroom.

Another important facet is modeling for the students the writing process one goes through when writing as an example. Of course everyone is different so their process for writing might differ from another person’s; however, when exposing students to a new concept, it can be beneficial for them to see how someone who is familiar with the process does it. Personally, I think this is a great idea and is something I see done very often in my discipline of math and in so many others that is makes sense for it to be done with writing as well. Thinking back to when I was a high school student with little experience in writing, I think this would have helped me tremendously, especially as a beginner. Lastly, Gallagher mentions how helpful giving students examples of writing that correctly show what it is you want them to do is for students. It’s one thing modeling for them what you do and another what someone else does who is known for their writing and uses it in their profession. This also allows for student growth and shows them the different ways to ultimately do the same thing. This might also help them find their own voice in writing.  

For the longest time, writing was strictly thought of as something that was solely done in an english classroom, but now we know it’s something practiced in every discipline and that means we have to help students build the skills to apply their writing skills to the discipline they’re writing in. When it comes to math, I always thought it was computational and all about precision, knowing the right formulas and methods to use, and being able to take the little information given to you and using it to see the bigger picture - essentially, I never thought it had anything to do with writing whatsoever, that was until I was introduced to proofs. Mathematical proofs are all about writing and being able to effectively convey the mathematical process that is taking place; however, the similar concept can be applied to any level of math. There’s writing in geometry proofs, word problems, and explanations of answers of the solving process. Wilson mentions how writing in math is mostly embedded in symbols and numbers but that shouldn’t take away from the importance of words and writing for they are the foundation. By teaching students how to properly read and analyze the symbols, words, diagrams, numbers, etc. that make up math, we’re also teaching them how to use it on their own.  

I believe words are very powerful, whether they be spoken or written. By properly preparing our students to write and letting them see that for themselves, I think we’re empowering them and showing them that their voice matters.