The Challenges of Teaching English Language writing skills: A study on the higher secondary students.

Dr Sudhansu Kumar Dash

1.INTRODUCTION:

The teaching of writing is a multifaceted subject that does not come with a manual .There is no “one size fits all” curriculum. Developing writers takes time and in today’s assessment-driven classrooms, time is a rare commodity. It also requires that teachers address the needs of diverse students, as each writer has strengths and weaknesses and each requires individual feedback on his or her writing. Although challenging, writing is worth teaching because it is an essential skill for success both in school and workplace. Writing is a means of social communication, personal reflection, and a method to show not only what has been learned, but also the thoughts behind those results. Quality of student writing has long been a cause for concern in Indian education. A recent Writing Commission report  stated that although many models of effective ways to teach writing exist, both the teaching and practice of writing are increasingly shortchanged throughout the school and college years. Writing, always time-consuming for student and teacher, is today hard pressed in the Indian classroom. Writing is clearly the most neglected and the research study acknowledges four challenges in the teaching of writing: time, assessment, technology integration, and teacher support.  It is small wonder that students do not write well. Most do not have sufficient time to practice the art. Findings from the Nation’s Writing Report states that most students’ writing is at the basic level with few displaying proficient achievement. So a call on policymakers to help schools find the time needed for writing instruction to be effective. at or above proficient. Merely one percent at each of those grade levels is considered advanced. While students are able to write, they are not producing writing at the sophisticated levels needed for our progressive economy. Students should write to learn and learn to write. Many teachers, newly faced with incorporating writing assignments into their course objectives, are uncertain of what exactly they should be doing. Indeed, teachers who have taught writing for years know that there is no one right method. While there are many resources available, from the colleague down the hall to the Internet, deciding which instructional practices are most effective can be overwhelming. Teacher journals are filled with articles and personal testimonies touting the benefits of one method or another. It is not easy for teachers to determine which practices are most successful in the teaching of writing. More resources are available to teachers, and writing trainings and seminars are readily accessible. Today’s students are bombarded by visual images through television, billboards, and electronic media. It is imperative that we prepare them to navigate the visual world in which they live. On any given day, we might study weather charts, make lists, watch television, enjoy a movie, navigate using maps, read signs, scan the Internet, examine catalogs, compare product labels, and review brochures. Students must combine visual and verbal information to make sense of these texts. Teaching visual literacy is essential because so much in today’s society is communicated visually and even subliminally that young people have to know that this way of communicating is a very, very powerful tool. Much of the writing assigned in classrooms of the 1960s was largely prescriptive and product focused. Students were taught to follow a multi-step formula to produce good writing. Correctness was emphasized. It was also assumed during this time that students needed to master reading before they should be taught to write. A focus change in the 1970s and 1980s led to more writing taught as a process. The writing process is a concept that has been promoted by The National Writing Project which encourages teachers to include teaching the steps of prewriting strategies, drafting, revising, editing, and publishing student work within their writing instruction. Students were taught to write to express themselves and to show their thinking; however, at times correctness was not emphasized. When process was valued without teaching correctness– never reaching a polished final draft nor requiring grammatical correctness, student Today, teachers attempt to balance process and product strategies in writing instruction. While it is important to teach writing as a process and allow ample time for students to develop as writers, it is also important to imbed instruction of writing conventions including punctuation and grammar. Some teachers find that implementing Writer’s Workshop model is helpful to maintaining the process/product balance. In workshop, students have time to move through the stages of the writing process while receiving individual and small group instruction as well as feedback on their writing from the teacher and their peers. Educators recognize that reading and writing are complimentary subjects and they are both included in kindergarten and preschool instruction. The now common use of word processing in writing has also changed the writing process in that revisions and polished final drafts are much easier to produce. This facilitates the view of writing as a recursive process. Student selection of topics is more likely to be inquiry-driven. Assessment practices have changed as well, including use of portfolios in which students select their best pieces and are able to reflect on their growths writers. In today’s classrooms, students learn about audience and voice. Writing is taught and not merely assigned. It is a means of self-expression as well as a way for students to take a stand and it is used across the curriculum as a method to demonstrate learning and thinking.

Writing is clearly an important subject to teach. It gives students opportunity for expression as well as a means to demonstrate learning. With the current time constraints in today’s assessment-driven classrooms, it is imperative that educators make the most of every minute. While there are many opinions about how writing should be taught, there is not one set method for effective instruction. Research shows the validity of certain methods and programs, but it is also worth studying writing instruction from the perspective of expert writing teachers. It is from these teachers, their instructional practices and their perceptions, that we will learn what works and how to make it available to all students. Writing instruction has come a long way from the days of focus on fancy penmanship. In recent decades there has been a shift from product to process.

2.REVIEW OF LITERATURE

Theory Vygotsky (1967/2004) proposed that there are differences between oral and written language. His work with children led him to believe that the difficulty of writing is due to the “laws” of written language which children have not yet mastered. He states that verbal creativity is not developed until puberty, and until then drawing is often children’s best means of expressing themselves. When children are presented with a task that is too difficult for them, they behave in a manner which makes them seem younger than they really are. Vygotsky acknowledges that children need intrinsic motivation to write and recommends that teachers provide an understandable topic, engage the children’s emotions, and encourage them to express their thoughts. Motivation to write should precede mastering writing skills. Dyson (1986) observed in her research with young children that there are distinct differences in how students use the symbol systems of drawing, speech, and writing. Children vary in their dependence upon these symbol systems due to individual differences in how they use these media. Dyson theorizes that the development of symbol systems is supported by student drawing and leads to higher-order thinking and success with writing tasks.  (Zoss, Smagorinsky, & O’Donnell-Allen, 2007) extends Dyson’s ideas and proposes that visuals benefit writers of all ages and developmental phases byoffering a non-linguistic means of expression. Art allows students to step back, reflect, and have something significant to write. Smagorinsky recommends providing opportunities for students to participate in dynamic composition and meaning construction. While much of educational research has focused on particular methods or approaches, Pressley, Rankin, and Yokoi (1996) recommend studying teachers from the perspective of their expertise. Consistent with expert theory (Chi, 2006), Pressley et al. assume that effective teachers have an understanding of the nuances of their instruction based on the decisions they make and their beliefs about student learning. This understanding is able to be related to others just as professionals in other fields relate their expertise. They claim that this unique perspective allows effective teachers’ tolerate their knowledge, theories, and beliefs in response to specific questions. (Stevenson & Dunn, 2001). Studies that learning styles are distinct ways that individuals concentrate on, process, absorb,and recall new information or skills Students often master new material most efficiently when they make the most of the strengths of their preferred learning-style. According to Multiple Intelligence (MI) theory, as posed by Gardner (1983),everyone has at least eight types of intelligence, but no two people have the same combination of intelligences. These forms of intelligence include linguistic, logical mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal intelligences. Hoban, Hoban, and Zisman (1937). They claimed that visuals were not achieving their full potential value in the learning process because educators failed to use them wisely. Weaver and Bollinger (1949) state that the most effective visual aids are those specifically designed to satisfy special needs  Timothy Gangwer (2009) attributes the rising importance of visual literacy in the classroom to the availability of technologies for accessing information and entertainment. He challenges educators to prepare students for the world in which they will live and work by teaching them the way today’s students learn best. Gangwer (2009) recommends teachers make use of visuals and computer presentation. Specific examples are given for using graphic organizers and glyphs (symbol, such as a graph, that conveys nonverbal information) as a “visual language, “stating, “Translating thought into a visual increases the likelihood of retention, promotes comprehension, clarifies information, and becomes a product of authentic assessment” .

3.Objectives

a. to study the barriers in writing in students

b. to study the art in writing process in students

3. to examine the number and types of writing experiences in students

4. to examine the teachers’ perceptions about writing development an writing instruction.

4. METHODOLOGY

The purpose of this study is to determine how  teachers, who meet the criteria of being exceptional teachers of writing, utilize visual images in their teaching of writing. Specifically, the researcher is interested in how drawing is used as learning tool in the classroom setting by both teachers and students and especially how drawing issued in the various stages of the writing process. Writing is an important subject to teach, providing essential skills used in everyday life and in the workplace. Writing gives students opportunity for expression as well as a means to demonstrate learning. With the current time constraints in today’s assessment-driven classrooms, it is imperative that educators make the most of every minute. While there are many opinions about how writing should be taught, there is not one set method for effective instruction. Research shows the validity of certain methods and programs, but it is also worth studying writing instruction from the perspective of expert writing teachers. It is from these teachers, their effective instructional practices and their unique perceptions, that we will learn what works and how to make it available to all students.

5.Research Design

5.1.Qualitative Research Methods:

This research study utilizes a combination of a single instrument survey and an information rich case study, in which the researcher chose to focus on the topic of using visuals and drawing as learning tools in  classroom writing instruction. One bounded case was selected to illustrate this issue. Qualitative research methods employed included collection of survey information, direct observation, participant observation, and open-ended interviews. This study is seeking the unique perspective of teacher expertise. Like other studies  that have examined literacy instruction by surveying and observing and interviewing teachers considered to be experts in their field, this study seeks to gain the elite knowledge of experts in the area of writing instruction. The use of observation in research is recommended to provide a check against what people say they believe and what they actually practice. A combination of questionnaire and observation is used for a more complete overview of current classroom teaching practices and the opportunity to see how teacher beliefs coincide with instructional practices. In this study, the teacher was observed, during writing instruction and at other times throughout the school day, to determine whether teaching practices aligned with survey and interview responses. The observations also allowed the  investigator an in-depth look at this teacher’s use of visuals and drawing as tools for enhancing student learning. Follow up and clarifying questions were asked in person and via e-mail to accommodate the teacher’s prior obligations and busy schedule. These types of follow-up questions also worked well with the teacher’s comfort level, providing time for thoughtful and well-constructed responses. Here, the survey was used together demographic information as well as look at teachers’ beliefs about writing instruction and their instructional practices. These surveys were additionally used to assist in sampling. Observations were also conducted in spring of 2011, after evaluating the returned surveys and selecting teacher for observation. The perspective used for this study is that of expertise. The goal of this study was to find teachers who are teaching writing with excellence and determine how visuals are used in their instruction.+

5.2.Universe of the study

For the purpose of the study, colleges of five districts in Odisha state are selected. These are Cuttack ,Dhenkanal ,Nuapada,Sambalpur and Kandhamal..From each district 5 schools were selected as sample ,3 from urban and 2 from rural areas. .Twenty five students are selected from each district, so the total comes to 125.

5.3.Tools for collecting data

A questionnaire was prepared. Important items which are relevant to the implementation of the program were included in the questionnaire .The Socio cultural background of the teachers, educational qualifications of the teachers, the Socio cultural background of the learners, educational qualifications of the learners,  role of local support, supervision and the impact of the program were covered in the questionnaire. In addition to it questionnaire asked teachers to respond objectively, which included on characteristics of learning environments and general teaching processes, phonics instruction in the context of real reading, during writing, and through invented spelling. teaching critical thinking strategies.

The questionnaire prepared with the inclusion of the above mentioned items was pre-tested among 125 standard XI and XII students in a nearby institution. After pre-testing, it was administered among 125 instructors. 84 percent responded to the questionnaire.

6.Data Analysis

Data analysis included coding of surveys looking for patterns and outliers among teacher responses. Excel worksheets and graphs were utilized to organize and display coded survey data. Observation field notes and notes and e-mails from the teacher follow-up were coded in regard to teacher and student use of visuals. Themes emerged from the data and were verified by reviewing the data with the principal investigator’s committee chairperson. Triangulation is achieved in this study by examining the survey responses, observing the selected teacher directly, and following up the observations with questions generated from review of the observations and survey data.

7.Findings

The Challenge Project reveals that students who had writing incorporated into the curriculum had greater retention of subject matter. It is also significant to mention that students wrote to a specific audience other than the teacher as the examiner. In addition to scoring higher on tests, the teachers commented that the students in the experimental group learned the subject matter more thoroughly. In a comparison of classroom writing practices , the researcher sought to understand current classroom writing practices as well as their influencing factors. Teachers’ perceptions of writing instruction and evaluations of writing textbooks were analyzed because of their influence on instructional practices. The design of this study, utilizing both observations and a teacher survey, allowed researchers to see discrepancies between teachers’ practices and their stated beliefs. Observations were conducted in six classrooms In each classroom, an average-ability boy and girl were randomly selected and observed for an entire school day at three different points. Teacher and student behaviors were recorded at one-minute intervals. Teacher perceptions were ascertained through a questionnaire that addressed frequency of writing tasks, adequacy of their undergraduate and where applicable, graduate, training in the teaching of writing, and the frequency with which they participated in various writing activities. Results from observations indicate the average percentage time for writing to be17% of the college day. This includes writing time in all subject areas, not only those times when writing proficiency was the aim of the lesson. 73% of the students spent the majority of their writing time in handwriting, transcription, or paraphrasing activities 86%teachers spent the greater part of their time transcribing. Surveys and observational notes were evaluated for similarities and differences. As a portion of this study conducted a textbook analysis of twelve currently used texts. The conclusions corroborated the findings of studies, showing that most texts provided opportunities for cosmetic revisions only. Nearly all activities involved copying verbatim from the text for grammar or punctuation corrections and fill in the blank answers. Analyses of data highlight a failure to recognize writing as a holistic process. The  researcher attribute this to a lack of teacher preparation for teaching writing, textbooks which support fragmented tasks with grammar and punctuation.

This study examined teachers’ perceptions about writing development an writing instruction. A survey was sent to all 125 teachers within the project districts and 84% teachers responded. Surveys were analyzed both across-case to determine general trends and emerging themes and within-case for a more in-depth look at nine specific information-rich surveys. Results show a wide range of teacher perspectives concerning writing instruction and writing development. Discrepancies between teachers’ beliefs and instructional practices also emerged in the data. 68% of teachers state that drawing is necessary part of writing, but none of the teachers list drawing in their description of student writing behaviors or as a part of their instruction. Incongruities between teachers ‘ideals of writing instruction and classroom instructional practices are attributed to assessment pressures .Almost all of the teachers mentioned pressures from testing, listing their instructional strategies as practicing with testing prompts, indicating that the teachers equate writing instruction with assigning activities or topics. The  researcher notes that the teachers’ responses indicate a belief that having students practice with prescriptive test formats will lead to higher testing scores. Despite the testing pressure, many teachers commented that their writing instruction has improved as a result of the training they had received so that they might prepare students for testing. Many teachers model writing more often, state that their instruction has moved beyond the basics of isolated skill instruction, and have higher expectations for students as a result.

The study examines the barriers to writing. Some seem to view writing as punishment rather than an opportunity for expression. With too much focus on mechanics, rather than content, students can quickly become discouraged in their efforts. The study shows females scoring higher on writing assessment than males.. At each grade level tested, females outperformed males. Between 32 and 41 percent of females scored at or above the proficient level, while only 14 to 17 percent of males scored at that level. The research demonstrates a positive correlation between grade level, gender, and attitude toward writing and writing achievement. Older girls are more likely to be proficient writers as are those students with a positive attitude toward writing. Concerns are expressed with under teaching This can result from over-emphasizing either a skills-based or process-based approach to teaching writing, which does not offer the opportunity for higher-order thinking skills. Use of these visual literacy strategies provided experiences that allowed students to fill in the holes in their background knowledge and allowed them to be more successful with a writing task. Despite the apparent need for quality writing instruction, few teacher educators have been trained extensively in the subject. While at least one reading course is typically required in teacher education, writing instruction is scarce. The survey of  teachers was that they were not well versed in the field of writing. These teachers were not able to name authorities in the field of writing, nor could they name professional journals where they might access articles on writing instruction. This discrepancy in teacher education, encouraging teacher training institutions to restructure and include writing theory and practice in language  courses as well as classes specifically for writing instruction. In a pilot study addressing whether pre-service teachers should receive training in the area of visual literacy, the researcher finds that some teachers are unaware of issues in teaching visual communication while other teachers do cover visual literacy skills without using specific terminology In a random sample of 5 colleges and universities with teacher education programs, none listed required courses related to visual literacy. One institution offered an elective course titled, Visual Thinking and Visual Images. The researcher surveyed faculty to evaluate whether visual literacy was covered within any of their course offerings. Survey responses show that visual literacy is taught as a concept in only 29% of the institutions. Unanimously, respondents favored the idea of integrating visual literacy content into current courses, such as instructional technology courses. Respondents’ replies demonstrated that the general population of faculty and students has a low level of awareness for the need for visual literacy. In contrast, the respondents rated all of the concepts of visual literacy to have high importance for teacher preparation programs.

8.Summary

In summary, the literature shows that much is known about best practices in literacy 

instruction and more specifically there are many programs being implemented to

positively impact the teaching of writing. Examining the function of visual images within

writing instruction has become increasingly important to both educators and

researchers. Today’s society is rapidly becoming more focused on visuals and

multi media and our children must learn to interpret the images they encounter. The

research has examined best practices in writing instruction as well as effective ways to

incorporate learning styles, multiple intelligences, digital media, and the arts throughout

the curriculum and specifically within the subject of writing. This review of the literature

focused on these subjects and the impact that they have on student writing. We must

further explore the potential and efficacy of incorporating visuals within our writing

instruction. This report highlights the use of visuals in writing instruction by teachers with

expertise in the area of writing. It also provides an in depth examination of how one

teacher incorporates visuals and student drawing into her teaching practices. The

study’s findings should increase our awareness and understanding of possible tools and

methods for integrating visuals within effective writing instruction.

9.Recommendations

The following recommendations are made after the study are the setting up conditions for learning within a classroom that will encourage good writing. Time, choice, response, demonstration, expectation, room structure, and evaluation are all elements for teachers to think about.  Teachers are to be the chief “condition” for effective writing and encourages them to write with their students. Based on theory and research in literacy and the teaching of writing, the guidelines to  teachers for sound writing instruction should be the balance process-focused instruction with skills and product instruction, used as a framework as they  help teachers integrate writing across the curriculum, utilize scaffolding, and teach meaningful writing lessons. These guidelines for sound writing instruction are Writing goals that guide students, teachers, and schools. An environment that provides writing tools, time, and models should be there.. Direct instruction in composing and the conventions of writing can develop the writing skill. Choice and authenticity in writing for a variety of purposes and audiences. Writing to construct meaning across the curriculum in a variety of forms . Recommendations are made for changes in preserves and in-service training for teachers to assist teachers in handling the stress of testing pressures as well as to discuss the relationship between pedagogy and practicality for the classroom. The researchers propose that state and local policy makers and literacy researchers work together to make informed curricular decisions about writing instruction. As study validates the concept that students need to have an authentic purpose for their writing requires the students to incorporate visuals and assists students in transitioning from visual communication to language acquisition. The researcher attributes the rise in scores to the increased ideas and vocabulary that  photos added as well as the use of the semantic maps, which added organization to the student’s writing. Researchers also stress the importance of having students verbalize their stories as they prepare to write. The researcher recommends looking for ways to integrate visual literacy into existing course offerings as well as evaluating in-service and graduate programs as possible means for training teachers in this vital topic. They offer the reminder that change comes with awareness, stating, such a powerful mode of communication should not be left to chance, nor should it be reasonably assumed that all people come naturally equipped with the kind of visual communication skills which are necessary for functioning in today’s world.

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Lecturer in English

Shreedhar Swamy College of Education & Technology

Sadangi,Dhenkanal

Odisha

INDIA