Perspectives on Writing among Educators

Abstract

To find out what influences teachers' perceptions of their students' writing, this study enlisted 29 educators from different states in the US. Through interviews, the researchers revealed significant differences between the writing instruction provided to students in high- and low-income schools. Teachers tend to place more emphasis on rhetorical style, finding one's voice, and the connections between reading and writing in settings where students come from wealthy homes. Teachers often place a greater emphasis on proper grammar, mechanics, and sentence form in schools serving students from lower-income backgrounds. Teachers working in schools serving pupils from low-income families must strictly adhere to the district's mandated curriculum.
 On the other hand, teachers at high-income institutions frequently have more freedom in choosing the course materials and place a larger emphasis on their students' writing skills than on their ability to write correctly according to grammar rules. On the other hand, teachers in low-income schools are compelled to follow a predetermined curriculum that the district has created. In contrast, middle-class schools have a different situation. The curriculum, the assessment processes, and the institutional culture all had an impact on the orientations of the teachers in different ways. According to the study's findings, there is cause for concern that kids who come from low-income homes and go to schools that prioritize ability-based instruction are missing out on chances to write authentically, challenging, and significant things. The results of this study suggest that it is crucial to foster linkages between reading and writing while also allowing each student to develop their individual style and voice. Although teaching syntax, mechanical humor, and sentence structure are all crucial components of language instruction, they are not the only ones that must be taught.