WRITING SELF-EFFICACY SelE-Efficacy Paper 2 Draft 1 California State University Dominguez Hills Janet Ponce Instructor Karen Lugo ips3ss—O3 14 March 2016WRITING SELE-EFFICACY = ‘ J we Deed “li tle-Centered ny, Teachers should be comfortable with their own writing and understand how to write correctly, eeu orherwise their students might be affected negatively. My paper will show how teachers" 501, « ni waiting self-efficacy affects them personally, how it affects myself, and how I can apply this Jat on in life. ling how teachers feel about their own writing and how it affects their actual writing. Lave tats the writing samples of 64 teachers based on her fonder. [pease ao orang a deep and surface rubric, and a holistic rubric. The deep and surface rubric grades writing based on how reflective, focused, engaged, thesis driven, revision. : ie si gevigion 7 Sense — ao forth te surfoed SEA? ruta ie, ofits Cohison and wont Tie suggesthat those with high wwii cay respond better to criticism of their own writing, while those with low onl ney are more likely to get their feelings hurt about se feedback (Lavelle, 2006). il ad conch hoy Sone 6) | 260, I think this article’sjresults are strorig because it shows how teachers who do not fee! good about their writing do not write as well eave addition, Appendix A, B, and C helped ‘me understand the grading criteria more clearly. However Lavelle’s(2006)fowSetEffcaey Darumicny a ftlowse woud have mae more sense hgh score he scale meant one had high sri fcacy ond 4 low score mean they had low unitjeticaey believe that it teachers do nt fe comfortable with wrtinghen they wll at be able to propel prepare tei students on how to write. There are many components to keep in mind when writing md 4 dope” @s organization, grammar, cohesiveness, punctuation, how it flows, 8 so teashers must be prepared to aid students in proper writing. [think my writing is okay, but I want it to be better. I typically receive As and Bs on my papers. I know I have always struggled with spelling\ it has been a skill I have not mastered. IWRITING SELF-EFFICACY ie still remember my elementary school teacher explaining to the class the difference between bad and wors,\she happened to use me as an example. She said that I was the worms speller she had ever seen. This remark relates to the article because students with low self-efficacy tend to get their feelings hurt or feel that they ives are not good enough writers, I remember feeling iii would never be able to master spelling. I believe my writing has improved ver the years with the help of teachers I like when they work with me on areas [need help’ For instance, my English professor would always go over my essays with mé, he knew I had Cnbeh Habe trouble with comma splices and he would mak¥fie4 BiNom [think that in order to become a beter writer you have to pracge unl you maser each kl think teacher would bnsit kom this rss lng how their own writing can affect their students, Also, teachers should view tee opportunity to explain to their students why they may have etitiques on their ie oP ie an what theysas students can do to become better writers seb ha Taman ie oy Soe wb E100 pete! eorkovabls oath Cir oven ering Which is a sense of relief. know I need to practice writing in general, but especially when it ‘comes to spelling and commas. I am working. towards becoming a teacher, and know I must practice writing now, so I can be better prepared on how to teach and grade my future students. I ‘want students to feel good about writing and not be intimidated because writin is an essential skill to have, Writing allows people to communicate pest on ait allows for " s Ona 4 i learning to take place, not to smcation of ASR, As a future teacher, I would explain to my a students why ee a certain grade on a writing assignment and what they could do to ape Sionee They may be struggling with a certain area, causing them to think they are terrible writers, which ate not. I want students to know that I am there to help them become better writers, ¢ 4 ys Oars aes wee 4‘WRITING SELF-EFFICACY Reference Lavelle, E. (2006). Teachers’ Self-Efficacy for writing. Electronic Journal of Research in > ere 40, 73-84. Ao pete a