Teachers' perspectives on writing

Abstract

This study recruited 29 educators from various states in the United States to investigate the factors that impact instructors' impressions of students' writing. The researchers discovered via interviews that the instruction in writing offered to kids in high-income and low-income schools differed quite from one another. The rhetorical style, developing one's voice, and the links between reading and writing are usually emphasized more by teachers in schools that educate children who come from wealthier backgrounds. Schools that educate kids from homes with lesser incomes typically have teachers who focus more on correct grammar, mechanics, and sentence construction. The district's mandated curriculum must be followed strictly by teachers working in schools serving students from low-income families.
 On the other hand, instructors at high-income schools tend to have greater latitude in selecting course materials, and they place a higher value on their student's ability to write than on the student's ability to write grammatically accurately. In contrast, instructors at low-income schools are forced to conform to a planned curriculum that the district has developed. This contrasts with the situation at middle-income schools. The teachers' orientations were influenced in various ways by various factors, including the curriculum, the assessment procedures, and the general culture of the institution. According to the findings of the study, there are grounds for worry that children who originate from low-income homes and attend schools that emphasize ability-based training are missing out on opportunities to write that are genuine, difficult, and significant. According to the findings of this research, it is essential to allow each student to develop their unique style and voice and establish connections between reading and writing. Teaching syntax, mechanical humour, and the construction of sentences are all important aspects of language education; however, these are not the only aspects that need to be taught.