In the traditional High School English classroom, there two ways that essays come to be assigned and written. First, the class is reading of a novel, and at the end of the unit of study, it’s time to write an essay. Second, there is a unit of study–Argument Unit, Persuasive Unit, Research Unit, Personal Narrative Unit, Comparison Contrast Unit–and the students work to produce a product towards one of these modes.
I’m going to suggest 2 different approaches to writing and re-imaginings of these traditional approaches, one I’ve tried, and the other, not.
My first re-imagining, and one that’s probably not a re-imagining, but just a spin on writing workshop models, is the idea that students generate their own topics and ideas for writing. However, I’m going to go much simpler. Student need just one idea or topic to write about. From there, the teacher asks the student to use that idea again and again in different genres, modes, and media forms.
While I didn’t consciously take such an approach, it happened naturally for many of my students in the second half of my English 101 class in the past semester. We started by writing information-based essays on closely related topics such as industrialized process of food production, what makes food organic, the barriers to local food economies. From there, students revised and re-purposed essays into arguments, blog posts, podcasts, infographics. They moved from information-based essays to persuasive pieces, academic research to personal letters. They took eight-page essays and cut them into 30 second Public Service announcements. They created reflective essays on their processes and used their own work as models and templates for others, students in my future classes, to follow.
A student’s struggle, often with writing, is two-fold. The first struggle is to read and to master the content of what he or she is writing about. A second struggle is then to write about it coherently.
The single topic approach may cut away with the first struggle. After a while, there comes to be an intimacy with a topic, the conversations around it, a fluency with the conversations in progress, a knowledge of the details. They develop familiarity and comfort.
Thus, they can focus on the moves of the coherent communication.
In this idea, the English teacher has no responsibility to create writing assignments, to figure out what students should write about, or to do any of the other traditional approaches to writing instruction as I’ve described in the introduction above.
Instead, the other High School subject area teachers are required to assign reading, and set writing tasks associated with the reading.
In the English classroom, then, the teacher works with students on these assignments. Time is provided, perhaps, to write these assignments, to process, to conference, to revise and to rewrite and to edit. As a person trained in the writing instruction, something that High School teachers in other subject areas are not and a significant stumbling block to cross-curricular writing instruction and the idea with the Common Core that “All teachers are teachers of writing,”these teachers now provide instruction on writing in particular disciplines, towards different purposes, focuses lessons targeted to student needs.
At the same time, it also solves the “All teachers are teacher of writing” conundrum in High School, because it forces math, science, history, business and art teacher to think of assessment in terms of written products.