What+Is+Authentic+Writing?

=Researchers say that there should be  __**THREE** Kinds of Writing__ in the classroom: =



=Authentic Writing: What it = =is. . . =

(Think, Pair, Share; Freyer Model)
=﻿What Researchers Say. . . =

** ﻿ ﻿According to the NTCE (2006):** //All this means that writing can be seen as// holistic, authentic, and varied //. Approaching writing as holistic acknowledges the nature of writing development, treats writing as an ongoing process, and considers aspects of writing (such as grammar and punctuation) as parts of a whole. Approaching writing as authentic means seeing it in real-world terms, creating assignments that connect with students' lived experiences, providing adequate time for writing projects, and evaluating it with multiple measures that consider audience and purpose. Approaching writing as varied means fostering heterogeneous writing skills--such as collaborative and technology-based writing activities--in various genres and disciplines// =﻿According to the Alliance for Excellent Education (2007): = //Moreover, experts caution that the more formulaic and constrained the assignments, the more students learn to think of writing as a rote, unengaging activity. Far better—and far more consistent with the research findings on motivation and engagement in school (e.g., Pajares, 2003)—are assignments that encourage students to invest their writing with a compelling purpose, beyond merely pleasing the teacher or getting an acceptable score on a state test. Rather than insisting that students always conform to a prescribed style and format, or that they limit themselves to a narrow set of topics, the idea is to require them to make active choices in their writing, with the teacher providing guidance and suggesting ways to improve their drafts.//

//Authentic Writing at its most basic is writing that has a <span style="background-color: #fd77d1; font-family: Georgia,serif; font-size: 150%;">real audience <span style="background-color: #fffd00; font-family: Georgia,serif; font-size: 150%;">and a <span style="background-color: #fd77d1; font-family: Georgia,serif; font-size: 150%;">real purpose <span style="background-color: #fffd00; font-family: Georgia,serif; font-size: 150%;">. . . . Now to define the two new terms I have just created. A //<span style="background-color: #fd77d1; font-family: Georgia,serif; font-size: 150%;">“real audience” is one that is not only the teacher. //<span style="background-color: #fffd00; font-family: Georgia,serif; font-size: 150%;"> The teacher and the self can be part of a real audience, but rarely do they make up it entirely. A real audience is made up of people who are genuinely interested in the writing for what it has to say not because they are forced to be interested. A real audience is one that is likely to listen to, comment on, or attach value to a piece of student writing. Equally likely for a real audience is the posibility of using the writing to create something new. Finally, a real audience is one that does not require perfection to find importance. // //<span style="background-color: #fffd00; font-family: Georgia,serif; font-size: 150%; line-height: 0px; overflow: hidden;">﻿ // //<span style="background-color: #fffd00; font-family: Georgia,serif; font-size: 150%;">A //<span style="background-color: #fd77d1; font-family: Georgia,serif; font-size: 150%;">“real purpose” is one that has some intrinsic value to the writer //<span style="background-color: #fffd00; font-family: Georgia,serif; font-size: 150%;">. Getting better at writing can be a real purpose, but it is not (and should not be) the only one. A real purpose is determined by the context of a student’s life. It is made up of what the student wants to do or would benefit from doing (making a grocery list, writing a passionate eulogy, getting out some teenage angst) rather than what he/she has to do. Writing with a real purpose is a social act; it is connected to the self and to others without any educational maneuvers or imagination on the part of the writer. //
 * <span style="font-family: Georgia,serif; font-size: 150%;">According to Ben Wilcoff (2006): **
 * <span style="background-color: #00ffff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">(Add keywords to Freyer Model) **

=<span style="background-color: #f83044; font-family: Impact,Charcoal,sans-serif; font-size: 200%;">What AW Is Not. . . =
 * <span style="background-color: #00ffff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">(Add to Freyer Model) **



=<span style="background-color: #f83044; font-family: Impact,Charcoal,sans-serif; font-size: 200%;">Generalization: To get AW, what do writers need? =

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=<span style="background-color: #fffd00; color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 150%;">According to Troy Hicks, A Writer Needs. . . = <span style="font-family: 'Comic Sans MS',cursive; font-size: 160%;">1. Choice & Inquiry <span style="font-family: 'Comic Sans MS',cursive; font-size: 160%;">2. A Community/Conferring <span style="font-family: 'Comic Sans MS',cursive; font-size: 160%;">3. Author's Craft <span style="font-family: 'Comic Sans MS',cursive; font-size: 160%;">4. Assessment <span style="font-family: 'Comic Sans MS',cursive; font-size: 160%;">5. Publishing Beyond the Classroom