Chapter 14:Write What's Real

Atwell discusses nonfiction writing. They began by addressing the presidential election. One boy suggested that the student’s write letters. No one responded to the letters that the students wrote. How can this be encouraging to the students? However, Atwell says, “the experience of crafting an argument out of incoherent anger- of doing something about it- gave them perspective, a voice to raise, a sense of purposefulness, and the satisfaction of closure.” I too question how a student can write their own ideas. Is it really farfetched that Atwell believes that students are given things to write about instead of ideas to write about that affect their lives? However, how do we plant these seeds… when a student stops being a victim or allowing others to be victimized and writes as an agent, someone who uses written language to act (Page 457).” There seem to be many ways that students can get a sense of what they believe into their writing, through essays, petitions, resumes, etc. Yet, why don’t we exploit many of these writing forms with students? I wasn’t told to write this way and I wonder how these elements would become incorporated in the classroom. It’s a great idea for students to speak out on what they believe, because though school tends to mill everyone into one mold of a student, there are ways that students can stand out like Rachel who responded on Matt’s clear cutting essay. Her editorial gave students a voice in the school newspaper. This not only gave Rachel a stand with an audience she could get an ear from but this also made other students write out about what they believe in. “every year I clip timely editorials and columns from the NY Times, Boston Globe, and the Portland paper (page 468),” Atwell states. I could see how this would help students. They will know what is going on in the world around them and will be able to share their own opinions. Often school seems to only be concerned with the facts that have already been discovered, however let’s uncover our own truths. We can write about real life and how we feel. Do you think something like this could help students stay aware of the world around them as well as give them their own independent thought? I think kids would be pleased to say how they feel for once instead of how they are supposed to feel. Atwell writes, “Problems make good teaching (page 484)….” I agree that if students have a problem then they will show more interest in what they are writing or reading. Bringing real life into the classroom gives students an opinion. Is it our duty to teach students how to prepare for the real world? I guess the answer depends on the teacher but I know students will remember these morsels of truth. Maybe one day they will get a job and remember your efforts. English can involve teaching real life topics but we must find a way to incorporate these things do that they are connected with our classroom teachings.