Profile of a Professional Who Writes

Profile of a Professional Who Writes

This study is founded on the interview that I undertook from my ally Julia, who is an educator in school. Currenlty she is a teacher in Grammar Elementary School. She is working here since 2005. She is one of the most senior teachers in this school. She is very intelligent and has done her Masters in English. During my interview, I came to discover that composing is an art and it is essential for us to realise its significance for teaching. As college professors, Julia frequently think about writing. Julia may want to contribute to the advancement of her profession and as experts in a field write to share ideas and research findings. Julia normally write to attain promotion or to open opportunities for a better approach to teach writing. No matter what her motivation, successful writing requires specific strategies for deciding what to write and how to teach.

Additionally, various academic subjects have had a significant impact on how Julia both define and teach writing in classroom settings. Her positive and negative views clearly help us to understand the significance of writing. Few months back, Julia introduced a new method of writing in her class. This new method brought positive changes in students' minds. In fact, Julia just emphasied on instructional strategies and sentence combining were touted as avenues through which to improve student writing.

In her study of writing development in children, Julia observed students in a first-grade classroom over nine months. During this time period, Julia found the children producing two kinds of discourse: attribute and action-sequence. Attribute writing, according to Julia, was a simple listing of the her feelings toward a certain person or thing. Parallel to what may happen during group activity, it followed no finicky sequential order and requisite limited forecast on the division of the child. Kate, one of the children in her classroom, produced the following attribute text. In this example, Kate demonstrates clear control over the syntactic and semantic systems of language.

This is Cat. This is Dog.

Kate's control over these language systems changes radically, however, when she attempted to produce action-sequence stories. Action-sequence writing involves the formation of a narrative with several events and reflects the child's growing development of a story grammar. This mode of discourse placed a cognitive strain on the writing process for Kate. It required her to plan ahead ...