JUST WRITE

DeLaine’s










Writing Portfolio

JOURNAL ENTRY I (TAKE 1)


How do I feel about my abilities as a teacher of writing?


“We write to taste life twice, in the moment and in retrospect.” Anais Nin


Writing is the art of creating and recreating life. How confident am

I as a teacher in what I pen to create? Even as I am writing, this question
is etched in the back of mind for each line that I write. My writing

adventures were inspired by the magical writings of Enid Blyton and the

enchanted fairy tale illustrations of John Patience and how can I forget

Lady Bird Readers. Later as a pre-teen and teen, it became less about

magic and more about mysteries- the two chief ones were Nancy Drew and

Hardy Boys. In high school I was introduced to academic writing through

researches. I’ve even written in the capacity of a journalist; I’ll leave
nonfiction for now to reminisce on the beauty and creativity of writing

stories and compositions inspired by some famous writers and how that has

influenced my confidence as a teacher of writing.


I have written many essays about make-belief, magic and different

scenarios. I was able to achieve well-written pieces by modelling what I

have read from some of the writers. I am cognizant that writing leaves
footprints and tells powerful stories, be it real or imagined. Bearing that

in mind, I am confident that will all the experiences that I have gained

in writing, I can create a positive writing experience for my learners. It

starts with creating an atmosphere free of fear by starting a conversation-

a conversation with self or classmates. It is for me to create and nurture a

space where they see the purpose of writing not solely in an academic way.


Understanding the generation of learners currently in the
classroom, I believe is key to establishing a good foundation in writing.

But then, how will I teach students to become confident that the words

they write on paper will float off the paper as though they were spoken, or

have the desired emotional effect for which it was intended? Strategy is

important. For instance, I know that if I were to form a Writing Circle Club
focusing on different types of writing and allowing the learners to

dedicate a specific tome to this club, I can get them to see the value of

writing and enjoy being writers.


With all this said, I am confident in my abilities to teach writing so

that learners have the experience like the writer Anais Nin, to write in the

moment and then relive or reminisce about what they have written.
Allowing learners to own their writing experiences and looking at their

lenses will allow me to bring forth what the learners always possessed in

them.

Take 2- The Final Cut

JOURNAL ENTRY I- How do I feel about my abilities as a teacher of writing?




























































Writing is the art of creating and recreating life.




How confident am I as a teacher in what I pen to create? For



each line that I write, this question is etched in the back of my mind.

My writing adventures were inspired by the magical writings of Enid



Blyton and the enchanted fairy tale illustrations of John Patience


and how can I forget Lady Bird Readers. Later as a pre-teen and



teen, it became less about magic and more about mysteries- the two chief


ones were Nancy Drew and Hardy Boys. In high school I was



introduced to academic writing through researches. I’ve even written in


the capacity of a journalist; I’ll leave nonfiction for now to reminisce



on the beauty and creativity of writing stories and compositions


inspired by some famous writers and how that has influenced my



confidence as a teacher of writing.




I have written many essays about make-belief, magic and


different scenarios. I was able to achieve well-written pieces by


modelling what I have read from some of the writers. I am cognizant



that writing leaves footprints and tells powerful stories, be it real or



imagined. Bearing that in mind, I am confident that will all the


experiences that I have gained in writing, I can create a positive



writing experience for my learners. It starts with creating an

atmosphere free of fear by starting a conversation- a conversation with



self or classmates. It is for me to create and nurture a space where they


see the purpose of writing not solely in an academic way.




Understanding the generation of learners currently in the


classroom, I believe is key to establishing a good foundation in



writing. I am also aware that iGen (Geneartion Z) and Generation


Alpha are the current generation in the classroom and teaching writing



to these generations must incorporate strategies that use technologies


since they are the digital generation. But then, how will I incorporate



writing in the digital age each student to become confident that the



words they write on paper (or e-paper) will float off the pages as


though they were spoken, or have the desired emotional effect for which


it was intended? Strategy is important. For instance, I know that if I



were to form a Writing Circle Club focusing on different types of



writing and allowing the learners to dedicate a specific tome to this


club, I can get them to see the value of writing and enjoy being writers.

With all this said, I am confident in my abilities to teach



writing so that learners have the experience like the writer Anais Nin,


to write in the moment and then relive or reminisce about what they



have written. Allowing learners to own their writing experiences and


looking at their lenses will allow me to bring forth what the learners



always possessed in them.



My take on writing and teaching writing, to sum it up- the



possibilities are endless- never stop writing as a teacher- it makes you a


better teacher of writing.

Take I- JOURNAL ENTRY III



Paradigm Shifts in Writing Instruction: How I was taught writing? Am I teaching


it the same way?


Writing to get it write



Was I ever taught how to write, save for writing to get it right?



Good grammar, dotting your I’s and crossing your T’s and good penmanship is

what I remember.



And lest I forget, you must be creative, think about the topic, then write your heart

out.



Be imaginative!


Was I ever taught how to write, save for getting it right?


Just start writing… the ideas will flow



Take your pencils and imagine you feel the wind blow


Write how it makes your ears dance or the hairs on your skin stand on edge



But make sure your sentences start with a capital letter and end with a full-stop.


But…



Was I ever taught to write, save for getting it right?

To this day, looking back from prep school days to entering high school, I

still ask myself this question. I honestly don’t remember being taught to write


except for grammar and mechanics. I don’t even remember learning about

paragraphing until I went to high school. I was writing in paragraphs (or so I


thought) only to realize that starting out as a writer, I didn’t have much

guidelines for writing. But I do remember how thrilled I was when I got As.



In high school, I learned about paragraph writing, writing an essay and writing

for research. That was more than 20 years ago. As students, I remember being told


to make an outline and jot down ideas before we write in an outline. That was the

most I learned about how to write. It never dawned on me that was such a thing

as the writing process, nor was I told. Regardless, I was a confident writer and


looked forward to imaginative composition writing and even writing for my

different content areas.



One thing is clear, I will never teach writing the way I was taught writing:


Writing is powerful, it is pleasure and fun



It is where the world of magic starts


It’s the key to world past and present



Writing is informative, keeps you in the know


How then should I teach writing?



In what way should I show,


Writing is already taking from within and penning what is already known,

And delving into the unknown.



I always start teaching writing by explaining that people write for different

reasons then ask what are some of the reasons people write. Based on the feedback,

we discuss the differing answers. The next step is showing them that they can be


confident writers by reading every day and practice writing. I even tell them if

their writing is very good, they might just be able to publish a book, magazine, a


movie, or whatever they choose and make tonnes of money. This part always gets

them interested. It is at this point, I inform them that every good writing is


planned and that there is a writer’s guide that assists us in the process. For each

stage in the writing process, I ensure that they are given a topic and with guided

practice for each stage, they practice.



I always look back to see how well I did, what can be improved and how to

implement the improvements. Truth be told, I had to educate myself, immerse


myself in the process so that this knowledge can come across in a meaningful way.

So, what can I improve? Having a purposeful writing workshop for a specified


period of time is the best way to allow students to see the value in writing and

develop their writing skills.

Take II (The Final Cut) - JOURNAL ENTRY III



Paradigm Shifts in Writing Instruction: How I was taught writing? Am I teaching it the


same way?



Writing to get it Write



Was I ever taught how to write, save for writing to get it right?


Good grammar’s dotting your I’s and crossing your T’s and good penmanship is all I


remember learning.


And lest I forget, you must be creative, think about the topic, then write your heart out.



Be imaginative!


Was I ever taught how to write, save for getting it right?



Just start writing… the ideas will flow


Take your pencils and imagine you feel the wind blow



Write how it makes your ears dance or the hairs on your skin stand on edge


But make sure your sentences start with a capital letter and end with a full-stop.



But…


Was I ever taught to write, save for getting it right?



To this day, looking back from prep school days to entering high school, I still ask

myself this question. I honestly don’t remember being taught to write except for grammar


and mechanics. I don’t even remember learning about paragraphing until I went to high

school. I was writing in paragraphs (or so I thought) only to realize that starting out as a

writer, I didn’t have much guidelines for writing. But I do remember how thrilled I was


when I got As. I guess good writing then equals good grammar.



In high school, I learned about paragraph writing, writing an essay and writing for

research. That was more than 20 years ago. As students, I remember being told to make


an outline and jot down ideas before writing. That was the most I learned about how to

write. It never dawned on me that was such a thing as the writing process, nor was I told.


Regardless, I was a confident writer and looked forward to imaginative composition

writing and even writing for my different content areas.



One thing is clear, I will never teach writing the way I was taught writing:


Writing is powerful, it is pleasure and fun



It is where the world of magic starts


It’s the key to world past and present



Writing is informative, keeps you in the know


How then should I teach writing?



In what way should I show,


Writing is taking from within and penning the moment,



then delving into the unknown



Just write and you’ll get it write.

I always start teaching writing by explaining that people write for different reasons

then ask students what are the reasons people write. Based on the feedback, we discuss


the differing answers. The next step is showing them that they can be confident writers by


reading every day and practice writing. I even tell them if their writing is very good, they

might just be able to publish a book, magazine, a movie, or whatever they choose and


make tonnes of money. This part always gets them interested. It is at this point, I inform

them that every good writing is planned and that there is a writer’s guide that assists us in


the process. For each stage in the writing process, I ensure that they are given a topic and

with guided practice for each stage, they practice.



I always look back to see how well I did, what can be improved and how to

implement the improvements. Truth be told, I had to educate myself, immerse myself in the


process so that this knowledge can come across in a meaningful way. So, what can I

improve? Having a purposeful writing workshop for a specified period of time is the best


way to allow students to see the value in writing and develop their writing skills.













Writing is a process


Just like trees start from a seed



Then gets roots,



And branches and leaves,

Good writing is a seed planted,



Taking roots and having purpose


That’s how I will teach writing!

Take 1- JOURNAL ENTRY V

Motivation

Students the same age entering high schools in Jamaica, have different

abilities English Language and writing despite doing the then Grade 4 Literacy


Exams (now Primary Exit Profile -PEP) and attaining mastery. For those not

attaining mastery, appropriate intervention was required to bring these students


level to the targeted mastery. Generally, students can articulate and express

themselves orally often in Patwa. Some of them are able to code-switch, some can’t.


Many secondary level students are from a Patwa speaking background. This is the

language they are exposed to with the only introduction to English Language

being in the classroom space. Socialization and socio-economics also have a role


in the language situation. Persons from a higher socio-economic stratum often

school their children in private schools and so they become stronger English


Language learners and they are also exposed to this language at home. Robinson

(2014) points out that the then education minister, Ronald Thwaites was:



Expanding on his concerns in an interview with me last week, the minister
lamented the deficit in English language competencies, especially at the
primary and secondary levels. This is a problem that has to be resolved
because competency in the English Language "is non-negotiable", especially
in the context of today's brand of globalisation. (para. 9).



Some students are afraid to speak and write English because of sub-cultural

attitudes towards the language. Some students are stereotyped if they write or


speak English and so this develops fear. On the other hand, some are confident

speakers and writers because of a positive literacy experience pre-high school. This


is where the teacher is integral. It is the teacher that has to intervene to create a

literacy rich environment that will filter outside the classroom and in the lives of

students.



Using Patwa to teach English or even some aspect of music or dub poetry

can be a good way to teach grammar in a communicative language learning


approach. In doing so, the teacher can use translations, codeswitching, a DJ song

or even dub poetry to help students grasp aspects of grammar. In this effort, a


video was put together to show how rhymes, and repetition can help students

master Agreement of Subject and Verb.



Video link: https://www.youtube.com/watch?v=fvbJFT81XK0


Reference



Robinson, C. (2014, March 30). English Lessons for Jamaica. Jamaica Observer
https://www.jamaicaobserver.com/columns/English-lessons-for-Jamaica_16372740

Students are motivated to learn for various reasons. In the same way they may feel


pressured to learn, also for a variety of reasons. Motivating students to write depends on the


experiences that have had and the interactions they’ve had with different kinds of texts.


Students the same age entering high schools in Jamaica, have different abilities English


Language and writing despite doing the then Grade 4 Literacy Exams (now Primary Exit


Profile -PEP) and attaining mastery. For those not attaining mastery, appropriate intervention


was required to bring these students level to the targeted mastery. Generally, students can

articulate and express themselves orally often in Patwa. Some of them are able to code-switch,


some can’t. Many secondary level students are from a Patwa speaking background. This is the


language they are exposed to with the only introduction to English Language being in the


classroom space. Socialization and socio-economics also have a role in the language situation.

Persons from a higher socio-economic stratum often school

English their children in private schools and


Lessons in

Jamaica



Expanding on his

concerns in an

interview with me
last week, the

minister lamented

the deficit in

English language

competencies,
so they become stronger English Language learners
especially at the

primary and and they are also exposed to this language at home.
secondary levels. Robinson (2014) points out that the then education

This is a problem
minister, Ronald Thwaites was:
that has to be

resolved because
Expanding on his concerns in an interview with me last
competency in the week, the minister lamented the deficit in English language
English Language competencies, especially at the primary and secondary levels.
This is a problem that has to be resolved because competency
"is non-
in the English Language "is non-negotiable", especially in
negotiable", the context of today's brand of globalisation. (para. 9).

especially in the

context of today's
Some students are afraid to speak and write English
brand of
globalisation. because of sub-cultural attitudes towards the language.



Some students are stereotyped if they write or speak English

and so this develops fear. On the other hand, some are confident speakers and writers because


of a positive literacy experience pre-high school. This is where the teacher is integral. It is the


teacher that has to intervene to create a literacy rich environment that will filter outside the


classroom and in the lives of students.



Using Patwa to teach English or even some aspect of music or dub poetry can be a good


way to teach grammar in a communicative language learning approach. In doing so, the teacher


can use translations, codeswitching, a DJ song or even dub poetry to help students grasp


aspects of grammar. However, it is very important that the teacher uses the target language for


the majority of the time, bearing in mind that English is a second language for most students.

In this effort, a video was put together to show how rhymes and repetition can help students


master Agreement of Subject and Verb.



Video link: https://www.youtube.com/watch?v=fvbJFT81XK0



Reference



Robinson, C. (2014, March 30). English Lessons for Jamaica. Jamaica Observer
https://www.jamaicaobserver.com/columns/English-lessons-for-Jamaica_16372740







TAKE 1

JOURNAL ENTRY VI- Technology and writing in the digital age


Technology in the writing classroom (n.d.), looks at the way technology

impacts writing in the classroom. It points out that both the process and the

outcome is influenced by the way technology is used. Different types of technologies


are available to assist with the organization of writing and the final outcome.


It should be underscored that, as posited in the article technology should


only be introduced in the writing classroom only after careful consideration.

There are pros and cons with using technology in the writing classroom. It might


not create the desired outcome if the focus becomes more on using the technology

than on the composition. However, if students are taught the way to use the


technology and in particular to enhance learning, them it is a plus. It must be

noted however, that the advantages according to the article, far outweigh the

disadvantages. While learning new literacies, students also develop their writing


skills through interaction with digital platforms aided by the right kind of

guidance.



The article examines how mindmapping can aid the writing process and

gives examples of free mindmapping technology that can be used for instance,


Mindmup. The purpose of this technology in the writing process is to help students

organize their writing through the use of graphic organizers. It also suggests


activities in which mindmapping technology can be used to develop skills in using

the writing process.

Collaboration is very important to using technology in the classroom. It

allows students to peer review each other among other purposes and these


collaborative skills can be developed through all stages of the writing process.


Through the effective integration of technologies such as mindmapping,


collaborative tools, audio and visual production tools, teachers can mold

students to become good writers. It is again emphasized that it is how these new


literacy skills are interwoven into learning that will yield the best results.




Reference:

Technology in the writing classroom. (n.d.). Purdue University: Online writing lab.
https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_resources/remote_teac
hing_resources/technology_in_the_writing_classroom.html

FINAL TAKE

JOURNAL ENTRY VI- Technology and writing in the digital age





























































Technology in the writing classroom (n.d.), looks at the way technology impacts



writing in the classroom. It points out that both the process and the outcome is influenced

by the way technology is used. Different types of technologies are available to assist




with the organization of writing and the final outcome.





It should be underscored that, as posited in the article technology should only be




introduced in the writing classroom only after careful consideration. There are pros and




cons with using technology in the writing classroom. It might not create the desired




outcome if the focus becomes more on using the technology than on the composition.



However, if students are taught the way to use the technology and in particular to




enhance learning, them it is a plus. It must be noted however, that the advantages




according to the article, far outweigh the disadvantages. While learning new literacies,




students also develop their writing skills through interaction with digital platforms aided




by the right kind of guidance.





The article examines how mindmapping can aid the writing process and gives




examples of free mindmapping technology that can be used for instance, Mindmup. The

purpose of this technology in the writing process is to help students organize their writing




through the use of graphic organizers. It also suggests activities in which mindmapping




technology can be used to develop skills in using the writing process.





Collaboration is very important to using technology in the classroom. It allows




students to peer review each other among other purposes and these collaborative skills




can be developed through all stages of the writing process.




Through the effective integration of technologies such as mindmapping, collaborative




tools, audio and visual production tools, teachers can mold students to become good writers.




It is again emphasized that it is how these new literacy skills are interwoven into learning




that will yield the best results.





My Final Thoughts





In order to use technology to teach writing, we must take time to not just be




aware what the technologies are that are available but how these new literacies will be

meaningful in the writing process. One must never assume that because the students in the




classroom was born in a digitized era, that they know how to use the plethora of new




literacies available to them. Rather, in teaching how to use these digital tools, students




are taught to manipulate these tools to get the best writing experience.






Reference:

Technology in the writing classroom. (n.d.). Purdue University: Online writing lab.
https://owl.purdue.edu/owl/teacher_and_tutor_resources/teaching_resources/remote_teac
hing_resources/technology_in_the_writing_classroom.html

TAKE 1

JOURNAL ENTRY VII- The Value of a Writing Portfolio


A writing portfolio are invaluable classroom tool not only for assessment

purposes but to aid student development in writing. A purposeful writing

collection allows the student to set the stage in writing development, not just in


the moment, but for the future. The more students write, the better writers they

become. They become responsible learners and take ownership of their writing. In


short, students become mindful thinkers and writers.


For a writing portfolio to be successful, the teacher has to collaborate with the


learner, set the stage for writing with clearly defined roles that will lead to

development of writing skills through a process of evaluation, feedback and


refining. This provides an avenue for the student to showcase their growth as a

writer. It is important to not here, that by developing writing skills, it is not for

the student writing for the teacher, but the student writing for the future.



Students through exposure to different genres of writing or writing in different

content areas, are able to develop comprehension and critical thinking skills. This


aspect ties in with reading. Students have to read in order to become effective

writers. The more they read, they are exposed to different texts and writing, they


will be able to model these texts in their writing and even question what is read,

why it was written this way and suggest ways that they can improve these texts-


make critical evaluations.


Writing portfolios allow teachers to assess students’ writing development. They


are able to give developmental feedback to students, allow students to grow and

become independent writers, allow them to engage in the writing process and

have students revise their writing. For the student, they are able to self-evaluate,


reflect, critique and improve their writing. They are able select their best work, say

why it is the best or even say why they believe some pieces are weaker than others.



For a writing portfolio to be meaningful, it must be carefully planned with the

student. The student must be centre-stage and it must have a clearly outlined


purpose. The aim must always be that students will be able to see their abilities as

good writers. For the portfolio to be authentic, it must be student centered,


ensuring that the teacher encourages meaningful feedback that will scaffold

their writing journey.

Final Take


Journal Entry vii- The Value of a Writing Portfolio


Writing portfolios aren’t just assessments- its writing the future. A writing portfolio are invaluable classroom


tool that aids student development in writing. A purposeful writing collection allows the student to set the stage in



writing development, not just in the moment, but for the future. The more students write, the better writers they


become. They become responsible learners and take ownership of their writing. In short, students become


mindful thinkers and writers. This way, they start writing their future in the present.



For a writing portfolio to be successful, the teacher has to collaborate with the learner, set the stage for



writing with clearly defined roles that will lead to development of writing skills through a process of evaluation,


feedback and refining. Teachers act as facilitators, modelling, observing and mentoring. This approach allows


the student to showcase their growth as a writer. It is important to not here, that by developing writing skills, it

is not for the student writing for the teacher, but the student writing the future. Writing portfolios can become a


professional tool when students become graduates and enter the world of work.




Students through exposure to different genres of writing or writing in different content areas, are able to


develop comprehension and critical thinking skills. This aspect ties in with reading. Students have to read in


order to become effective writers. The more they read, they are exposed to different texts and writing, they will


be able to model these texts in their writing and even question what is read, why it was written this way and



suggest ways that they can improve these texts- make critical evaluations.



Writing portfolios allow teachers to assess students’ writing development. They are able to give


developmental feedback to students, allow students to grow and become independent writers, allow them to



engage in the writing process and have students revise their writing. For the student, they are able to self-


evaluate, reflect, critique and improve their writing. They are able select their best work, say why it is the best


or even say why they believe some pieces are weaker than others.



For a writing portfolio to be meaningful, it must be carefully planned with the student. The student must



be centre-stage and it must have a clearly outlined purpose. The aim must always be that students will be able


to see their abilities as good writers. For the portfolio to be authentic, it must be student centered, ensuring that


the teacher encourages meaningful feedback that will scaffold their writing journey.