Public Writing

Public Writing

Reader Response Chapter 5

Content Area Writing Text    

 

 

Public writing, much like public speaking, has always been an activity I have tried to avoid. For instance, this Blog for class is a bit frightening. I’m not one to share much and now I’m posting responses and feelings weekly for the entire World Wide Web to read. It’s not that I’m afraid of being analyzed for errors so much as what I think is personal and I’d rather not share as much as others.

 

Traits of public writing define a work as work. No longer is the writing assignment a simple task that can be cranked out the night before in a single effort. Each one of the listed seven traits

add substance to the extent of the task.

·         Substantial

·         Planned

·         Authoritative

·         Conventional

·         Composed

·         Edited

·         Graded

The main thrust at this point appears to be the maturity of the written work produced. The idea is to present a text that is longer and prepared not just a quick exit slip or a journal entry for one or two eyes.

 

My target age is 11 – 14. At this age, depending, there are many challenges in their writing abilities; simple structure, spelling, and plagiarism to name a few, mostly, ambition. Writing in Junior High is not often viewed as a pleasant task. I appreciate the points made in the text supporting the process. When students are presented with options and brainstorming ideas, they can hone in on topics that are of interest. This will help the motivation levels. To do this in class is even better. If the directions are unclear, attempting a first write at home may create frustration, limiting motivation. Providing time to write in class is a great plan as it grants students access to the instructor as well as influence from peers.

Lastly, I like the point made that it is the teachers’ responsibility to set up the assignment for success. Plagiarism prevention may be as easy as a properly worded assignment.