The Belief Paper

Paper details:

The Belief Paper In their work, The Dynamics of Writing Instruction, Peter Smagorinsky et al. ask us to reflect on our beliefs as writing instructors so that we can build a solid pedigogical foundation from which to teach. To guide our reflection, they list several “tensions” that underlie the teaching of writing. Below is a simplified version of Smagorinsky’s tensions for your perusal. For this assignment, I’d like you to think about how these tensions shape your “beliefs about the nature of writing” (Smagorinsky 8) and the effects those beliefs have on you as a writer and teacher or prospective teacher of writing. Consider whether you teach by transmission or constructivism. Do you view writing as a process or a product? Do you view it as exploratory or “written in stone”? How do you feel about student freedom versus teacher control of the classroom and assignments, student activity versus student receptivity in regards to knowledge creation, structured instruction versus instruction that flows as situations evolve, and teaching students versus teaching the subject (9-15)? What do you think is the purpose and value of writing? How should it be used? The first part of your paper should describe your position in relation to the “tensions” (9) that delineate writing instruction and “depict yourself as a teacher whose instruction is consistent and coherent” (16). The second part of the paper will ask you to consider the sources of your teaching beliefs. Why do you believe what you believe about writing instruction? You should reference other writing texts that have shaped your professional development and personal growth. Your belief paper should be in MLA format and be 7-10 pages . Remember to double space and use a 12-point legible font. Reference any works we have read this semester or that you have encountered in your teaching or educational career that have helped you develop your beliefs as a writing teacher. Discovering who you are by examining yourself through Smagorinsky’s teaching tensions Try placing the following tensions on a Likert scale to reflect on who you are as a teacher. There is no right or wrong answer. The purpose of this exercise is to find out who you are, what you believe, and to reflect and where you are and where you want to be. How do you feel about control issues in the writing classroom, such as Student freedom vs. teacher control 1 2 3 4 5 Student activity (learning by doing) vs. Student receptivity (learning by listening) 1 2 3 4 5 Existing conventions vs. student generated conventions 1 2 3 4 5 Structured instruction vs. free-flowing instruction (arising from demonstrated classroom needs) 1 2 3 4 5 Exclusive attention to written language vs. Attention to other modes of expression 1 2 3 4 5 Imitating qualities and forms of accomplished writers vs. generating new forms based on student needs and concerns 1 2 3 4 5 Follow the same Likert scale for the rest of the tensions. How do you feel about your role in the writing classroom Teacher as primary evaluator vs. other readers who might evaluate Preparing students for college vs. teaching writing irrespective of college demands Teaching students vs. teaching the subject Teaching writing as an exclusive focus vs. teaching writing as part of an integrated curriculum Teaching writing with a focus on product vs. teaching writing with a focus on process Finally, how do you feel about the mechanics of teaching writing? Use this scale: Very important 1 2 3 4 5 not important Stressing the classic form Individualizing instruction Leaning from accomplished writers Studying the sentence (grammar and mechanics) Understanding syntactic choices (style and syntax) Beginning with activity (active learning) Producing multigenre texts (choice and non-classical/non-traditional forms)