Blog Post #5

The task of filling the role of a writing coach this semester was initially very intimidating to me! I don't have much work in the field under my belt, so I was quite nervous to be reviewing others' writing--especially because I am a student myself! I'm no famous author, so who am I to give feedback to anyone? It may sound silly, but I was very concerned about myself being prepared to coach someone with their writing. I am obviously on the tail end of my bachelor's degree, so I surely have all of the resources, knowledge and experience I would need. But can I do it?

The first week of providing feedback filled my cup of confidence to the brim. I realized that I don't have to be a famous author to give others constructive criticism that will effectively benefit not just that single paper they wrote, but also for those to come! I think I just truly didn't know what to expect, and now after several weeks, I feel comfortable with my knowledge and skills to be able to assist students! I

Undoubtedly, one of the first things that students need when receiving feedback is some sort of praise and positive reinforcement. Even if what they turned in isn't what any of us want it to be yet, it is important to provide encouragement and compliments for aspects of the assignment that were done well. It is becoming ever so clear to me that the slightest comments can have detrimental effects on students not even for a day, but an extended period of time. Many of my peers vividly remember hurtful or unconstructive comments that they have received ten years ago. While it is not our job to be our students' therapist, it is important to boost their cognitive confidents, emotional and social confidence, and their self-esteem. We attract more flies using honey than vinegar! However, this is a double-edged sword. We simply cannot provide only praise as this could result in the students forming a skewed perception of not only their own abilities, but also what is expected of them.

I think there are several things that writers need from their peers. This is a difficult time for students trying to juggle their social, home, and academic lives. Juggling everything as we all know can really knock the wind out of us sometimes. As a student, acceptance from my peers was so important to me. I didn't need to be better than anyone, but just seen for who I am and accepted. Receiving praise from one's peers is just as important if not more than the praise they receive from their instructor. Instructors are supposed to give feedback, whether it is good or bad. Their peers, however, are not. I think this really heightens the significance of the praise received from peers and drastically increases the value of praise.

Honestly, a writing coach should not be covering papers in ink and picking apart the ins and outs of a paper. As a coach, I believe our job is to focus on higher order concerns and explore the ideas that our writers have. I think it is very important to tell them what they are doing correctly, ask thought provoking questions, listen carefully to the ideas they have, give them direction if needed, and support them throughout the entire process.

There are some similarities among all three of these roles for our students. First would be the significance of praise. While praise is not of equal value among all three, it is definitely all beneficial in its own ways. It is the responsibility of all to do their part in the learning environments in which they exist to ensure that themselves as well as everyone else involved feels safe, heard, and seen for who they are. Responsibilities also include pushing ourselves and those involved to become the best humans we can be. Accountability needs to be universal and applicable to everyone. It is clear that teachers have the largest amount of responsibility out of the three, as they are the ones facilitating the learning. A writing coach could be thought of like a sports coach even. Let's acknowledge what is going well and reinforce those things, while at the same time providing feedback in a way that is easily receptive and motivating. The peers likely hold the least amount of responsibility because many students are just trying to survive; many times, when I think I am being judged by a class I am give a presentation in, I am overthinking how analytical the audience actually is of me. Peers are normally just as worried as we are in these situations. While there are significant similarities and differences among all three, they all have a specific role, function, and responsibility in a professional learning environment. 

Working with Novices | Writing Partner Resources (pomona.edu)

Here is an article from David Bartholomae at Pomona College talking about his approach to supporting novice writers. I enjoyed this article because it is someone in the field speaking to their own experience. 

Blog Post #4

Digital storytelling is a form of communication that I have some experience with both in my personal and professional life. Stories can be told with minimal context digitally, especially with the addition of pictures or videos. For example, if my good friend has been dating a woman for several years, and she posts a picture with their dog carrying a ring attached to the collar with emojis and no words, we in the audience can likely piece together the story that the two have gotten engaged and are advancing the progression of their relationship. The post doesn't really need any words to tell a story as it includes enough content to get the story across.

Sometimes, the intentional withholding of words or context to a post is done on purpose to allow the viewer to perceive a story of their own; it is up to them to create a story in their mind with what they are given. A prime example of this is how I share memes on Facebook. Many times, I share photos, drawings, short videos, etc. to provide a sense of humor that can have more than one meaning; that meaning is to be determined by the audience. It is important to note that not every viewer will be able decipher the meaning that the poster is trying to convey, and this leaves a risk of offending the viewer or creating confusion. 

There are definitely two forms of digital media examples that I use on a daily basis, and the first of those is Duolingo. I am proficient in the usage of the Spanish language, and I have run out of electives to take in my college career. Duolingo allows me to still continue to practice and pursue my mastery of the Spanish language in a way that is fun, enjoyable, but also productive. The app almost structures the learning in the style of a game in which one can compete against others to have bragging rights in one's Duolingo community. This is beneficial to me in several ways as not only am I brushing up on my own Spanish proficiency, but I am also analyzing how this app can still provide me with assignments that I find enjoyable despite a small language barrier. Being bilingual is a valuable skill not just for educators, but for everyone, and this can reinforce my knowledge and experience of those that identify with Hispanic culture. 

The other form of digital media that I use daily would be social media; social media has quickly become a monster with so many heads--Snapchat, Instagram, Facebook, Twitter, Reddit. Many apps serve different purposes or functions but can usually be used as a main form of communication. Many people include their social media presence as part of their identity, and that is something to consider going forward in terms of education. While many of these applications may be used MOSTLY for entertainment, it would be foolish to assume that they don't have a purpose or place in education or teaching. I have been a part of personal learning communities using Twitter and I was blown away with how much potential is there. It is a quick, easy way to share valuable information in a way that anyone can understand. It's also not limited to a PLC!

There are so many ways to include multimodal composition, and we have already spoken about several of these including music videos, Tik Tok, YouTube videos, and endless other options to convey the ideas and information at hand. Students can easily become involved with each other and the community through multimodal composition. This is a major difference compared to just giving a PowerPoint presentation in class: multimodal composition has potential to reach out farther than ways teachers and students are accustomed to, and this can lead to the increase of growth of personal learning communities, which is beneficial to those involved. This can create civic engagement throughout an entire community in which a school exists. 

My Third Post!

I think it is important to say that many peoples' writing processes may vary depending on how or why that person is writing! Creative writing may call for a different process than writing a paper about a book that was read. However, there are many strategies that can be considered beneficial regardless of the type of writing!

I almost feel silly admitting this, but until I started getting deeper into my English Education studies, I didn't really think about my process of writing. I unknowingly had a process that I just did unconsciously. A lot of it consists of getting ideas down on the paper as they come and editing/formatting as the paper comes along. However, in my adult life and my studies, I have been exposed to so many different strategies that can improve the overall quality of the process of writing we use. For instance, the Do-What chart that is two columns. The verb goes on under "do" and the description goes under "what."  This is a way to not only have a broken-down version of the paper requirements, but also to be building an outline at the same time. Sometimes retrieving quotes from the text can be time consuming and difficult, but that is why I enjoy trying to get my evidence as soon as I have made claims. 

I am sure that I incorporate many portions of my writing process without even being aware of it. It has never been more important in my life to be aware of this process I use as I progress farther and attempt to help others discover processes that work for them, no matter how similar or different. Many of my peers can relate to the loose grip we have on our process, but there are also many of my peers who are very particular about the entire processes of their writing; I completely understand why they are particular! 

Like I mentioned before, I believe that the process can change sporadically depending on the style of writing being done, as well as its purpose. Writing digitally or multimodally requires the writer to be conscious of a variety of specifics, such as vocabulary, delivery, and reception. Digital writing can reach very far and wide, and it is important to convey our ideas in a way that many others can easily understand. It is also important to note that there is no tone or body language, so being sensitive to language used could be beneficial for all. Multimodal projects are refreshing as they incorporate more styles of communication than just an author, a reader, and a paper. The information being displayed must have a consistent flow, relatable words/context, and a sense of engagement.