Invention in Writing
- I hadn't given much thought to assessing the invention process. However, I now know how important it is not to grade invention, except perhaps for participation or amount of invention completed.
- In my research, I ran across invention strategies I had forgotten or had never heard of. I also read about unorthodox aids to invention other teachers have used, such as playing classical music during freewrites and taking students on field trips to experience nature. I am very interested in finding more of these creative invention strategies and in developing some of my own. I think this will help keep the students interested and will help them tap into many different parts of their minds.
- I will be sure only to introduce one invention strategy at a time and to allow students ample time to practice and master each technique before we move on to something new.
- I will be sure to set aside time every day, even if it is just a few minutes, for students to engage in some kind of invention, particularly freewriting. Frequent writing is key to developing fluency.
(2) Writing/writing processes. The student uses recursive writing processes when appropriate. The student is expected to:
(A) use prewriting strategies to generate ideas, develop voice, and plan
(4) Writing/inquiry/research. The student uses writing as a tool for learning. The student is expected to
(A) use writing to formulate questions, refine topics, and clarify ideas;
(B) use writing to discover, organize, and support what is known and what needs to be learned about a topic
TExES Standards:
V: English language arts teachers in grades 8 - 12 understand that writing is a recursive, developmental, integrative, and ongoing process and provide students with opportunities to develop competence as writers.
VI: English language arts teachers in grades 8 - 12 understand how to write effectively for various audiences and purposes and provide students with opportunities to write in a variety of forms and contexts.
NCTE/NCATE Standards:
3.2.3: Candidates demonstrate a variety of ways to teach students composing processes that result in their creating various forms of oral, visual, and written literacy.
3.7.1: Candidates reflect on their own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in their teaching as appropriate.
Home