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Denée Tyler

Keywords

real-world Writing impact, Grant Wiggins audience purpose, The Quarterly Student Voice

Preview

I see my students constantly composing: texts, notes to each other in class, silly sentences for grammar practice, lists of all varieties. I overhear the amusing and detailed things they tell each other, and I’m excited by their proficiency with words. But when they are asked to write for school, the work they turn in is generally less than stellar. The illusive quality of voice is often missing from their writing, and I often see weak sentence variety, poor or nonexistent paragraphing, and little attention given to reader courtesies such as grammar or spelling. There is a marked difference between their witty repartee in speaking and the dry delivery of their writing. Why is assigned student writing so often insipid, disinterested, and uninspired?

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