Writing is an integral part of the education experience for students. It is cross-curricular and becomes very extensive as students progress through school. Many factors play a role in the students’ understanding and development of ownership in their writing. These factors include that student agency begins with the teacher, the sociocultural aspect of the student must be considered, and that there is a strong correlation between motivation and ownership.
Primarily, student ownership of their writing begins with the teacher. It is vital for the instructor to model ownership of their own writing in order to provide a healthy example for students. “Make a literacy portfolio and share it with your students” (Au, 2009). When students see that the teacher is comfortable sharing their own writing, they will understand that they can do the same. Students may feel shy or vulnerable sharing their writing with others because they are afraid of criticism and taking ownership of their writing. With the example of an educator, however, they are more likely to see themselves taking ownership as well.
Moreover, the sociocultural perspective of the student has to be considered. Sociocultural refers to the social and cultural factors of the child including home life, religion, and cultural background. These factors influence a child’s values and attitudes as well as the way the way they talk and act. It is vital to consider the students’ sociocultural foundation in order to relate writing to their background knowledge as well as to have an understanding of how their family regards certain matters. Classrooms are like “social gatherings… where multiple communities intersect” (Rowe, 2001). For example, a student who practice the Jehovah Witness faith who does not celebrate his birthday should not be prompted to write about his birthday party. Educators must be diligent in getting to know their students and families in order to develop a foundation for maintaining a socio-cultural perspective in the classroom (Rowe, 2001). It is important to considering the student as a whole includes students feeling more comfortable expressing themselves about topics they can relate to at some degree. When aspects outside of students’ academic lives are considered, their writing experience can be improved.
Furthermore, there is a strong correlation between student agency and motivation. When students are excited about their writing, they are more likely to express themselves and take ownership of their creation. Additionally, students are more motivated whenever writing is relevant and meaningful; “students with a positive attitude about literacy value literacy and understand how it can be useful and enjoyable in their daily lives” (Au, 1990). Reflection and goal-setting at the beginning of the school year can be another means to motivate students with their writing (Harford, 2008). Finally, a student having choice and control over their writing makes a positive difference in their enthusiasm. Spaulding states that “teachers can encourage their students to take ownership of their work by allowing them to control some significant dimensions of their writing tasks” (1989). This entails the educator permitting students to make decisions about topic, format, and audience.
Writing is an essential component of a student’s academic experience. Students who develop agency and ownership in their writing are more likely to take pride in their work and enjoy it. Several factors can aid in their development of agency and ownership including the teacher modeling their writing, consideration of the sociocultural aspect of the student, and recognition of a strong correlation between motivation and ownership. When considering these factors and implementing actions to account for them, educators can help their students develop agency and ownership in their writing.
References:
Au, K. H. (2009). Promoting ownership of literacy. Reading Today, 26(6), 16.
Harford, M. (2008). Beginning with the students: Ownership through reflections and goal-setting. The English Journal, 98(1), 61-65.
Rowe, D. (2001). Power, Identity, and Instructional Stance in Writers' Workshop. Language Arts, 78(5), 426.
Spaulding, C. L. (1989). Understanding ownership and the unmotivated writer. Language Arts, 66(4), 414-414. Retrieved from
http://search.proquest.com/docview/196855393?accountid=7113
Primarily, student ownership of their writing begins with the teacher. It is vital for the instructor to model ownership of their own writing in order to provide a healthy example for students. “Make a literacy portfolio and share it with your students” (Au, 2009). When students see that the teacher is comfortable sharing their own writing, they will understand that they can do the same. Students may feel shy or vulnerable sharing their writing with others because they are afraid of criticism and taking ownership of their writing. With the example of an educator, however, they are more likely to see themselves taking ownership as well.
Moreover, the sociocultural perspective of the student has to be considered. Sociocultural refers to the social and cultural factors of the child including home life, religion, and cultural background. These factors influence a child’s values and attitudes as well as the way the way they talk and act. It is vital to consider the students’ sociocultural foundation in order to relate writing to their background knowledge as well as to have an understanding of how their family regards certain matters. Classrooms are like “social gatherings… where multiple communities intersect” (Rowe, 2001). For example, a student who practice the Jehovah Witness faith who does not celebrate his birthday should not be prompted to write about his birthday party. Educators must be diligent in getting to know their students and families in order to develop a foundation for maintaining a socio-cultural perspective in the classroom (Rowe, 2001). It is important to considering the student as a whole includes students feeling more comfortable expressing themselves about topics they can relate to at some degree. When aspects outside of students’ academic lives are considered, their writing experience can be improved.
Furthermore, there is a strong correlation between student agency and motivation. When students are excited about their writing, they are more likely to express themselves and take ownership of their creation. Additionally, students are more motivated whenever writing is relevant and meaningful; “students with a positive attitude about literacy value literacy and understand how it can be useful and enjoyable in their daily lives” (Au, 1990). Reflection and goal-setting at the beginning of the school year can be another means to motivate students with their writing (Harford, 2008). Finally, a student having choice and control over their writing makes a positive difference in their enthusiasm. Spaulding states that “teachers can encourage their students to take ownership of their work by allowing them to control some significant dimensions of their writing tasks” (1989). This entails the educator permitting students to make decisions about topic, format, and audience.
Writing is an essential component of a student’s academic experience. Students who develop agency and ownership in their writing are more likely to take pride in their work and enjoy it. Several factors can aid in their development of agency and ownership including the teacher modeling their writing, consideration of the sociocultural aspect of the student, and recognition of a strong correlation between motivation and ownership. When considering these factors and implementing actions to account for them, educators can help their students develop agency and ownership in their writing.
References:
Au, K. H. (2009). Promoting ownership of literacy. Reading Today, 26(6), 16.
Harford, M. (2008). Beginning with the students: Ownership through reflections and goal-setting. The English Journal, 98(1), 61-65.
Rowe, D. (2001). Power, Identity, and Instructional Stance in Writers' Workshop. Language Arts, 78(5), 426.
Spaulding, C. L. (1989). Understanding ownership and the unmotivated writer. Language Arts, 66(4), 414-414. Retrieved from
http://search.proquest.com/docview/196855393?accountid=7113