My Writing Journey

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This semester in Teaching and Writing, has further developed and enhanced my skills as a writer, a reader, and an aspiring teacher. On the very first day of class, we wrote about what writing means to us, and since that day I have further developed my passion and purpose for writing (Class1_Seeds18 ppt.). For me, writing has always been a major part of my life. Writing provides me with a way to share my story, to embark on journeys, to place my emotions onto a page. Writing is like a mirror, since it usually illuminates what I am feeling and thinking. I was able to write in order to express my feelings. For me, writing is not just a simple act of putting different words together on a piece of paper. Writing is a way of escaping my struggles, …show more content…
Many individuals share similar fears, thoughts, hopes, etc. and this writing builds a powerful community between people. That is the beauty of writing. Writing not only makes us realize our humanity and helps us connect with other people, but it also serves as a method to relay one’s voice or message to the world. Due to reading and enjoying Flying Lessons, I believe that we definitely do need to tell our stories and encourage students to do the same. We also need diverse stories from a diverse set of authors, so that readers are able to relate to their experiences. When students see themselves represented in anything, especially as author, then I believe that they will be encouraged and passionate about about writing. Ellen Oh states, “But we all have stories like that, right? They might be milk-snorting-out-of-your-nose funny ones, or listen-to-how-cool-and-awesome -we-are-ones...our stories are unique, just like we are.” (Foreward) For example, In Flying Lessons, Woodson’s story, Main Street reveals racial tensions, stereotypes, and friendships through a children's’ perspectives. She states, “the leaves were the only color”. Woodson does not just tell a story about two friends. Instead, she illuminates key messages and ideas to give to her readers. I will definitely try to teach this book in the future, as a teacher. I believe that students …show more content…
In this class, we were able to assess the he strengths and weaknesses of different work samples and explain the scores that we gave each piece. We evaluated writing samples using The Analytic Writing Continuum. As stated in Assessing Writing, Teaching Writers, this rubric covers a wide variety of writing, in a detailed manner. The language is easy to understand and provides a “common language”, as Smith and Swain explain. I liked the specific sub-categories provided in this rubric such as, content, structure, diction, and conventions. The AWC allowed me to understand how educators work with students to evaluate their own writing and how they assess students’ writing. As a teacher, I will try to implement the AWC rubric in my classroom.

Materials Submitted Included in this portfolio are various Think Pieces, which include my own narrative, reflections of Write Like This, Flying Lessons and Other Stories, in-class activities, working with Columbus students, and a poem, which emulates Kwame Alexander’s “as in:” style of poetry.

Overview of Lesson Plan
This lesson focuses on narrative writing. After analyzing specific literary elements (which Lowry uses to convey the memories that the Giver gives to the Receiver), and after students participate in various activities (that demonstrate the methods of story-telling and the importance of sequence), students will be able to produce their own personal narratives based on one
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