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Daily Reflection Journal

1. Is it appropriate to correct the spelling and punctuation of beginning

writers or will this only serve to stunt their confidence in themselves as
writers? What do the sources you have read say about this?
In reflection to the statement Is it appropriate to correct the spelling and
punctuation of beginning writers or will this only serve to student their
confidence in themselves as writers? I believe that it is appropriate to correct
students spelling and punctuation of beginning writers. Students begin to
understand the writing system, as their writing continues to evolve and be
refined. (Barratt Pugh, 2007).
By teachers being able to assist in the development of students writing, they are
able to use positive feedback strategies which allow students to feel more
confident in receiving and editing their own writing. This is evident as Smith
(1982) suggests that the text is a two sided mirror rather than a window, with
writers and readers unable to see through to each other but gazing upon
reflections of their own minds (Pauline, 2003).
2. The problem with writing is not poor spelling, punctuation,
grammar and handwriting. The problem with writing is no writing
(Donald Graves). What did he mean? Do you agree?
In agreeance with Donald Graves statement of The problem with writing is not
poor spelling, punctuation, grammar and handwriting. The problem with writing
is no writing I believe he meant that the fear or dampening of a student's
confidence by a student not writing at all, could potentially be more harmful then
a students writing that has incorrect spelling, punctuation, grammar and
Barratt-Pugh. (2007). Multiple ways of making meaning: children as writers
(Chapter 1/ Caroline Barratt- Pugh. (2nd ed.). Marrickville,N.S.W. : Elsevier

Pauline, H. (2003). Writing in the primary school years, Chapter 2 Approaches

to writing. Tuggerah, N.S.W. : Social Science Press, 2003

Daily Reflection Journal

3. Teacher Feedback with writing development
The article Grade one peer and teacher feedback on student writing
development by Peterson and Portier is framed by Vygotskys (1978) theory of
social constructivism and supports the contention that writing is a social
practice that is carried out to fulfill social purpose (Peterson and Portier, 2012,
p.238). The social practices of giving formal peer and teacher feedback on
students development is shown in this article, based on the undertaken in a
grade one class in Canada. The article describes strategies used by the class
teacher to support students writing development including, the ongoing
modeling of types of constructive feedback and the use of reminder charts.
The ongoing modeling of good feedback and the reinforcement reminder charts
were both my favourite strategies, as students were able to reword poor
feedback using the charts as a guide. This was shown as the classroom teacher
said to students to Be specific. Say something like: Here where you wrote
Veterinarians work in a office could you explain what the office looks like?
(Peterson and Portier, 2012, p.248).
In doing this the classroom teacher was able to show how good feedback is
given, when the teacher modeled constructive feedback students improved their
ability to critically analyse both their own and other students writing. The
feedback developed a more open culture in the classroom, which led to students
being more open towards giving and receiving feedback from their peers
(Peterson and Portier, 2012).
The article demonstrates that a combination of teacher and peer feedback on
student writing supports students to improve their writing process, by re
drafting and making modifications based on feedback of others and a new critical
awareness of their own writing. The article has made me aware and reflect on

how I choose to give feedback to students on their work. Now, when I go out and
commence my teaching practicum I will embed writing development tools into
the culture of the classroom, so students can build on critically analysing their
work and confidently give positive feedback to their peers.
Peterson, S. S., & Portier. C. (2012). Grade one peer and teacher feedback on
student writing, 42(3), 237-257. doi: 10.1080/03004279.2012.670256

Daily Reflection Journal


U- Can Write Issues and struggles with students who are

disengaged and lack confidence with writing.

I discovered an interesting article titled U-Can Write that explores the issues
and struggles of students who are disengaged and lack confidence with writing.
It highlights the various difficulties students face regarding writing which are
often the cause behind the unwillingness to write. Spelling, handwriting and
grammar are a few of the key writing elements that can create this barrier.
The article is based on a program called the U-CAN READ which is a funded
program designed for students who lack the confidence and inspiration to write.
Its main focus is to motivate students to write through the use of topics and
stories that are significant to them rather than already decided topics. Students
need to write what is important to them in order to discover their potential as
writers (Borman & Lowe, 2012). The UCR program includes the involvement of
parents in this learning process and provides courses for them to attend and
individual sessions with a Literacy Adviser for parents and students to undertake
The program provides a number of strategies to overcome the writing barriers
which will change the negative perceptions students have on themselves
regarding writing and build trusting relationships to foster this change. Students
are encouraged to write down ideas, thoughts and stories whenever they feel the
inspiration. They are shown how writing can be a powerful way to express
feelings, emotions and real-life concerns and that there are no wrong answers or

judgements. Once students understand and apply these strategies to their

writing the barriers begin to break down and they can move onto the next step in
the process of writing.
Lowe. K & Bormann. F.,(2012). U-Can Write: Working with Struggling Writers.
Literacy Learning: the Middle years.

Daily Reflection Journal

5. Reflection on myself as a reader, viewer and listener.
As a reader I enjoy reading books that are relevant to my cultural history. This is
something I believe is highly important as an educator, as I pass down my
knowledge of history of my family to my children and so on. By having an
understanding of different cultures, it has made me more culturally aware and
has enabled me to make connects, share meaning and have understanding of
I always believed reading is an important skill as the saying knowledge is
power is reflected throughout the process of education. It not only empowers
people to develop personally but become politically active in society.
As a listener, I not only listen to music but also listen to family yarning as they
share meaning of their lives, which has influences what I do and the way I think.
As a viewer; I love to watch a lot of movies and documentaries. As this has
allowed me to create understanding of the world around me and I am able to
share common interests with different people.
I am now currently reading the autobiography of Nelson Mandela and The
Dreamkeepers: A Spiritual -Journey into Aboriginal Australia by Harvey Arden.

The Book The Dreamerkeeper has had a strong influence on my life. One of my
favourite quotes are Were all one family. We human beings. All on big mob!.