I am amazed by the information packed into the Singer and Singer chapter, "Writing as Physical and Emotional Healing: Findings from Clinical Research." I am quite shocked about how writing has shown evidence of quicker patient recovery in patients receiving surgery; improved attitudes of those individuals dealing with the stress of cancer; improving situations for those with issues with physical pain on a regular basis; lowering high blood pressure levels; etc. Singer & Singer (2008) state that "it appears that writing can bring feeling to the surface for those who typically inhibit emotion for external (social isolation) or internal reasons (anger-in)" (p. 487). If this is the case, as the researchers have clearly stated, then why don't more medical doctors recommend this to their patients? Wouldn't it be great to improve an illness without the use of drugs? Perhaps, it wouldn't be great to those employed by the drug manufacturing companies, though!!
I think this could be very useful "therapy" in schools; however, what worries me is that my role as a teacher is to have to report problems that may appear in writing. So in one hand, if I tell the students to work through their emotions on paper, the other part of me thinks that if a student does write something that puts up red flags that could either endanger himself or others, it is my duty to report this to a counselor. (How does that effect the trustworthy relationship of my students?)
I was also very surprised to read in this article that writing researchers have not "hopped on this bandwagon" to promote expressive writing as healing. Why haven't writing researchers joined this community?
Wednesday, May 5, 2010
Adolescent and Adult Low-Literacy Readers & Writers
Cheville & Finders article "Defining Adolescent and Adult Writing Development: A Contest of Empirical and Federal Wills" discusses the development of adolescent and low-literacy adult students and implications agencies have had on these groups. As far as adolescents are concerned, researchers have attempted to make connections to the trials and tribulations of being a teenager and how their writing develops. There are differing opinions as to whether or not adolescents are engaged in literacy activities. For example, should "multiple literacies and multimodal texts" be considered literacy activities for teens? If I was to answer that question, I would say definitely, "YES!" Clearly, this is an activity that involves writing and reading AND if it interests the students, they will be engaged (on their own will). Think of all the writing that goes into texting, blogging, writing on Facebook, some video games, etc. (like Dr. Kist presented to us) that adolescents engage in today.
So it seems adolescents are doing writing, but perhaps, we as adults, do not want to recognize it as such because we did writing differently in our teenage years??!! As Cheville and Finders stated, " Literacy is often reduced to mean only reading, and reading in school" (p. 423). Why are some teachers fighting or rather ignoring this particular type of reading/writing so much? We need to keep our eyes on our goals-isn't our goal to get the students to read and write so they can function as responsible citizens in their adult lives?
In my experiences working with adult literacy students, often students begrudgingly drag through assignments because they seem to think they have to "play the game" to get their GED, so they can move on with their lives. It seems they often don't see the relevance to their lives beyond getting that coveted GED. They often don't see the class information as useful to other aspects of their lives. I struggle with this because I see reading and writing as something adults must do in nearly everything they do every day. We need literacy in our workplaces; for understanding prescription and/or doctor's advice; filling out applications of all sorts-jobs, medical records, monetary assistance, etc.; for simple things like filling out grocery and to-do lists; to help with our children's homework, etc., etc. The list could go on and on.
As a former first and third grade teacher who jumped to teaching Adult Basic and Literacy Education (ABLE) students, I found it quite interesting how Cheville and Finders quoted Kazemek as stating that "low-literacy writers share the same developmental needs and problems as struggling elementary students" (p. 426). I couldn't agree more. I have mentioned the similarities of struggling readers at the elementary level versus the adult low-literacy levels to my colleagues. They simply have different needs to use literacy and different interests, but very similar reading and writing problems.
According to Cheville & Finders, another issue in the Adult Literacy Education world was the changes that were brought about by the enactment of the welfare reform in the mid-1990s. Up to this point, adult students were free to enter the enter the program as they pleased. After this reform, many adult students were required to both work and attend classes to improve basic schools. I wonder if the lawmakers thought of how difficult this may be for some students, especially considered the difficulties so many of them had just attending school in the first place??!! Besides, how motivated are you to do something when you are forced to do it? Not so much, I would think!
So it seems adolescents are doing writing, but perhaps, we as adults, do not want to recognize it as such because we did writing differently in our teenage years??!! As Cheville and Finders stated, " Literacy is often reduced to mean only reading, and reading in school" (p. 423). Why are some teachers fighting or rather ignoring this particular type of reading/writing so much? We need to keep our eyes on our goals-isn't our goal to get the students to read and write so they can function as responsible citizens in their adult lives?
In my experiences working with adult literacy students, often students begrudgingly drag through assignments because they seem to think they have to "play the game" to get their GED, so they can move on with their lives. It seems they often don't see the relevance to their lives beyond getting that coveted GED. They often don't see the class information as useful to other aspects of their lives. I struggle with this because I see reading and writing as something adults must do in nearly everything they do every day. We need literacy in our workplaces; for understanding prescription and/or doctor's advice; filling out applications of all sorts-jobs, medical records, monetary assistance, etc.; for simple things like filling out grocery and to-do lists; to help with our children's homework, etc., etc. The list could go on and on.
As a former first and third grade teacher who jumped to teaching Adult Basic and Literacy Education (ABLE) students, I found it quite interesting how Cheville and Finders quoted Kazemek as stating that "low-literacy writers share the same developmental needs and problems as struggling elementary students" (p. 426). I couldn't agree more. I have mentioned the similarities of struggling readers at the elementary level versus the adult low-literacy levels to my colleagues. They simply have different needs to use literacy and different interests, but very similar reading and writing problems.
According to Cheville & Finders, another issue in the Adult Literacy Education world was the changes that were brought about by the enactment of the welfare reform in the mid-1990s. Up to this point, adult students were free to enter the enter the program as they pleased. After this reform, many adult students were required to both work and attend classes to improve basic schools. I wonder if the lawmakers thought of how difficult this may be for some students, especially considered the difficulties so many of them had just attending school in the first place??!! Besides, how motivated are you to do something when you are forced to do it? Not so much, I would think!
Saturday, May 1, 2010
Roll out the "Read Carpet"!!!
What does Bill Kist, Her Majesty Queen Rania Al Abdullah of Jordan, Al Gore, Jerry Spinelli, Bruce Lansky, Richard Allington, Stephanie Harvey, Anne Goudvis, and countless others have in common with me? (Come on, use your inference skills. . . .)
Well, not only do we all value reading and writing, but we were all at the International Reading Association Conference to talk about it!
I had the unique opportunity to meet and/or hear many of these individuals speak of the importance of literacy. I found myself walking through hotel halls, often with my mouth hanging open, poking colleagues and whispering "Hey, did you see who that was?" I was in awe!!! I imagine it was like being on the red carpet in Hollywood, only it was the "read carpet" in the literacy world. (Pun intended!!)
Presenters from all over parts of the world were at the IRA Conference to show how literacy research could be put into practice; show findings on current research studies and to portray how literacy is being fostering in their part of the world. Clearly all participants and presenters had similar goals in mind-to help students find a love of reading that will carry them throughout their adult lives, as nearly everything we, adults, do involves literacy in some way.
Overall this was an experience of a lifetime. I arrived home Wednesday with countless ideas, samples, autographed books and memories. It has been wonderful working with Dr. Bintz, Liz, Petra, Rochelle and Lisa (even though she could not go with us to Chicago). This experience has truly shown the power of collaboration.
I am also attaching a link to an IRA webinar up and coming (May 8) about expository writing instruction-it sounds interesting. http://https//sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2009-11-15.0647.M.B39916033873709470BB66497EB58F.vcr
Well, not only do we all value reading and writing, but we were all at the International Reading Association Conference to talk about it!
I had the unique opportunity to meet and/or hear many of these individuals speak of the importance of literacy. I found myself walking through hotel halls, often with my mouth hanging open, poking colleagues and whispering "Hey, did you see who that was?" I was in awe!!! I imagine it was like being on the red carpet in Hollywood, only it was the "read carpet" in the literacy world. (Pun intended!!)
Presenters from all over parts of the world were at the IRA Conference to show how literacy research could be put into practice; show findings on current research studies and to portray how literacy is being fostering in their part of the world. Clearly all participants and presenters had similar goals in mind-to help students find a love of reading that will carry them throughout their adult lives, as nearly everything we, adults, do involves literacy in some way.
Overall this was an experience of a lifetime. I arrived home Wednesday with countless ideas, samples, autographed books and memories. It has been wonderful working with Dr. Bintz, Liz, Petra, Rochelle and Lisa (even though she could not go with us to Chicago). This experience has truly shown the power of collaboration.
I am also attaching a link to an IRA webinar up and coming (May 8) about expository writing instruction-it sounds interesting. http://https//sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2009-11-15.0647.M.B39916033873709470BB66497EB58F.vcr
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