Teaching Implications That Derive From The Recursive Theory

It is important that we explore the teaching implications that derive from the recursive theory, particularly for teachers in secondary classroom. It is assumed that by the time a student reaches secondary school, he or she has already had some practice with writing and has already been introduced to writing tools or conventions. In other words, the student is not new to the writing process but is beginning to hone their skills. This theory of a recursive writing process has many implications in how writing is taught in the classroom, particularly these secondary classrooms where the students have a higher skill level than elementary students and are at the point where they need to begin to take ownership of their writing process. A†¦show more content†¦(Arbogast 14) Instead of giving them a map to follow, they must be given the tools they need to draw their own map. They should simply receive help in starting the process instead of being told the kind and manner of process they should use (Britton 31). As they are given tools and the power to use them, they will have the ability to compose in a way that is most authentic for them in each situation (Sharp 86). This will also leave room for them to change their meaning as they write because this process stresses the fact that meaning is often honed or even changed as one goes about the business of writing. Next, it is important that the teacher strikes a delicate balance between when to give students freedoms and when to give them constraints. Examples of freedoms are anything that would give them support or a motivation. Having dialogue with the students about the assignment, discussing literature examples, looking at inspiring paintings, viewing models,, providing them with options or skills they may need, allowing abnormal writing behavior, giving them the freedom to chose their topic or style, permitting them to not complete a writing assignment (if teacher and student both agree it is a bust), or withholding comments or evaluation (Emig 130). Examples of constraints include removing any of these freedoms or establishing specific required guidelines such as audience, conventions, etc. (Emig 130).Show MoreRelatedOrganizational Behaviour Analysis28615 Words   |  115 PagesNovember 2007  © Dr. Lesley Prince 2007. 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