Pietro Boscolo discusses primary school writing in chapter 19 of Charles Bazerman's text, Handbook of Research on Writing. He frames his discussion with three dimensions and challenges for the teaching of writing: Continuity, complexity and social activity (p. 294-5).
In continuity, students possess an understanding about their own writing that is progressive in nature. The ability to write occurs on a continuum that is constantly expanding and changing. During these changes, student ability to realize what they are doing and why they are doing it becomes known to them. Students understand both the importance and the purpose of the writing process.
With the dimension of complexity comes the “product versus process” debate. The product side of the argument emphasizes the acquisition of a gradually more complex group of writing skills. Emphasis is placed on getting it right with writing being evaluated according to the end result of written text. With an emphasis on process comes the understanding that student learning is imperfect and idiosyncratic.
Social activity is the final dimension mentioned in this chapter. According to Boscolo, “writing is a tool for making them (students) members of the classroom community” (p. 294). Students use writing as a way to connect with other students within this population of learners.
These three dimensions: continuity, complexity, and social activity are interdependent as students gain increasing proficiency with writing behaviors. Students engage in meaningful interactions as they participate in writing tasks that they share with their peers. This is indicative of a constructivist classroom where students take an active role as they question, examine, and practice during the learning that takes place.
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This was very interesting and informative Liz. All three dimensions make perfect sense, and I think we see them reflected in a variety of theories, such as constructivism as you mention.
ReplyDeleteI was especially interested in the social section where Boscolo says “writing is a tool for making them (students) members of the classroom community” (p. 294). For my distance education class this week I had to write a discussion post on whether I'd prefer to teach learners online synchronously or asynchronously (in real-time or not). I chose asynchronously, even though I think most people would prefer to teach in real-time. One of the challenges of teaching asynchronously is developing a learning community when people log on at different times, but I feel that with some work and thought it can be done.
While online writing (discussion boards, blogs, etc.) is not the writing Boscolo was talking about. and while my learners would be adult rather than young learners, I like the idea that writing can be used as a tool for connecting students, and I think it's definitely a tool that can be utilised to teach in the online, adult learning environment.
Liz, very nice post. I agree with Rachel that these new technologies connect students in a way that has never before happened. While I was very young, TV was the new technology. It was said that it was an alienating medium. I agree that it usually did not involve much social interaction unless the family sat together and watched a specific, weekly show (which did happen on occasion). I now find myself defending texting. I really think that it connects kids through a written medium and minimizes the industrial revolution's alienation.
ReplyDeleteI also like your line that "Students understand both the importance and the purpose of the writing process." I have been reading about metacognition and its importance in reading, but the same holds true for writing. Students should know what, why, when, and how to use certain writing strategies. This makes them aware of purpose and audience. The research says that kids are never too young to learn metacognitive strategies. They may not know the word as such, but the can employ the techniques!