Writing truly grows out of many purposes. As an effective writer, I believe it is essential to be conscious of your audience and purpose. This not only applies to writing a research paper or a persuasive essay, but also in our everyday lives. Whether that be writing an email, composing a note to a pen pal, or making a grocery list, writing is enhanced when used often and purposefully. In an academic setting, it is difficult to explain to students how important this is because they are typically doing what is asked of them and nothing else. Students do this because it is what they are comfortable with because of the writing skills that were taught to them initially. Writing can and should be used for more than traditional purposes, it should help students make connections with others, use and enhance their critical thinking skills, and/or for looking back on an impactful moment in their life. Students will grow as students and people if they are given multiple opportunities to write to express themselves. This provides a good outlet to let students share their feelings with others, because it cannot be done verbally all the time (“Professional Knowledge for the Teaching of Writing”, 2016).

In an educational article titled, “Reflective Journals: A Review of the Literature”, the author, Lindroth, investigates the use of reflective journals and how they are used as an effective tool to promote reflection in preservice teachers. I have always viewed writing as a way to reflect on my work and reading this article only solidified my belief. The author states early on that, “Reflective writing can create cognitive awareness in considering previous actions and builds confidence by placing value on student thought.” Students should have an outlet where they can be completely honest and pose questions to think about. Another statement about reflective journals that Lindroth states is, “It promotes autonomy by placing student responsibility for learning into focus, and provides an avenue to share anxiety concerning classroom experiences” (Calderhead, 1993; Chi, 2010; McGuire, Lay & Peters, 2009). The other point I want to drive home is that having reflective journals is beneficial because they are student-centered, meaning they provide students the chance to self-educate themselves and learn from past experiences.

In a scholarly journal I researched titled, “The Writing Journal”, written by Kelly Gallagher, I found an interesting quotation that took my argument a step further. She says, “Writing is not simply a vehicle that allows students to express what they know; writing is a tool that generates new thinking.” Personally for me, I have always sparked the best ideas by beginning to write and seeing where it takes me. When students have the chance to free write or brainstorm, they develop ideas they did not even previously think of. I believe that as teachers we need to encourage our students to want to write by giving them tasks that interest them and spark critical thinking. In this article it is said that, “Only 1 percent of assignments required students to think for extended periods of time; most assignments could be completed in one class period.” To me, this is a shame because in a way teachers are just having students write to write. Also I believe one main purpose of writing is the revisions and guidance that come out of it. If students complete an assignment that is one and done, then no deeper thought may occur after it is turned in. Gallagher then goes on to mentioning the importance writing has in terms of preparing our students for college and careers. Not only is it crucial to have these skills for the close future but she mentions that it truly is a lifelong journey. Writing is all around us and represents who we are as individuals.

Referring back to NCTE’s article, “Professional Knowledge for the Teaching of Writing”, I wanted to emphasize what this means for students and teaching. It states that, “In order to provide high-quality writing opportunities for all students, teachers need to understand… ways people use writing for personal growth, expression, and reflection, and how to encourage and develop this kind of writing.” As an example of this, below I have provided a letter to myself that gives me advice about teaching in the future. These are goals that I wanted to give myself to ensure I could be an impactful teacher and be reminded of this every day. Having students write letters to themselves can keep them on a great path that will serve as a constant reminder that when given the right skills, they can be successful. Staying true to who they are is also essential because sometimes students need that confidence from what they have previously stated to really believe in it.

Dear Sadie,

I know starting out as a brand new teacher in a brand new school system can be difficult and challenges are bound to arise, but by remembering these few things about writing instruction you WILL be successful in the classroom. First, don’t be afraid to give your students options, not everything you teach has to be the same! Second, notice I said teach instead of assign because that word is a bit derogatory to me. We should be teaching our students to write instead of assigning what we think is required of us. Third, teach students how to dig deep and look beyond the surface level of what they write about. Quality is way more important than quantity. Four, encourage students to think outside the box and come up with creative alternatives for assignments. And lastly five, don’t be afraid to challenge those teachers who have been there for years doing the same boring research paper year after year. Good luck this year and remember I am always here if you need anything.

Gallagher, K. (2017). The Writing Journey. Educational Leadership, 74(5), 24–29. Retrieved from https://login.proxy.longwood.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1128262&site=ehost-live&scope=site

Lindroth, J. T. (2015). Reflective Journals: A Review of the Literature. Update: Applications of Research in Music Education, 34(1), 66–72. Retrieved from https://login.proxy.longwood.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1078708&site=ehost-live&scope=site

“Professional Knowledge for the Teaching of Writing.” NCTE, www2.ncte.org/statement/teaching-writing/.