Blog 9

When reading Jane Juska’s The Writing Process Goes to San Quentin, I was intrigued to learn about her experiences teaching writing in a San Francisco prison. This article really helped clarify the important role writing can play in any individual’s life. It is such an essential outlet and means of expression and communication. It was likewise wonderful to see that any environment can be transformed into a community that supports writing. As a future teacher, I am sure that I will encounter students with various behavioral issues. However, this story has impressed upon me the fact that if Jane Juska could successfully teach writing to convicted murders in a prison, then I can teach writing to any type of student I might encounter.

In Chapter 7 of The 9 Rights of Every Writer, I found it quite interesting to read about the writing assessment used in Kentucky to rate student writing abilities. Rather than adopting the five-paragraph essay format, students are assessed on “a combination of on-demand and portfolio writing that spans genres, themes, and purposes, and includes writing produced for classes other than English” (Spandel 97). I find this new approach to be extremely promising because it acknowledges the fact that writing is a process that includes multiple drafts and ongoing revision. It amazes me that more states have not switched to a similar format.

Spandel recommends that teachers design their own rubrics to be used in the classroom for grading student writing assignments. In the middle school classroom where I am currently observing, the teacher employs the PSSA rubric for assessing students. This is mainly due to the fact that students will be scored using the same guidelines when taking the PSSA test next spring. The opening of Chapter 7 describes a six-week time period called “boot camp” in which students are being prepared for state testing. In the classes I observe, the teacher works with PSSA packets when teaching new literary or writing concepts. It appears to me that this so called “boot camp” no longer lasts a mere 6 weeks but has been extended to encompass almost the entire school year. As Spandel comments, “I wonder whether the parents and others who applaud testing as a means of ensuring quality in our schools are at all uneasy about making test preparation a curriculum unto itself” (93).

In regard to evaluation, I found it interesting that Smith choose not to discuss grading in any great detail. I completely agree with his point that “I have never seen a testing or evaluation instrument that would help students learn to write or teachers to teach writing” (pg.224). Ironically, Smith points out that many students will not put forth an effort in their writing if they know that an assignment or activity is not being graded. This is the fallacy of our system. Our schools place too much value on grades instead of focusing on the actual learning process.