Source Analysis

Source 1: How do we teach writing at our school?

https://www.aldermanpayne.co.uk/how-do-we-teach-writing-at-our-school/

Source 2: Step-by-Step: Tackling the Writing Process

https://www.teachwriting.org/blog/2019/8/24/tackle-the-writing-process-one-step-at-
a-time

When any teacher finds himself or herself wondering about a learning process, it
always seems to be a good idea to look at what other fellow workers have to say
about the same topic - for in their words one might find answers or solutions to the
impediments which have lead us to question the manner in which we work on a
certain skill. This is, in fact, what has taken me to access these two internet sites,
which are paradoxically similar, yet different, in many ways.

Being aimed at teachers, the materials contained in both these sites are essentially
limited to describing the manner in which students learn how to produce narrative
writing. Yet, their formats are different. The first is presented as a set of rubrics, or
syllabi guideline charts, which describe the steps of the writing process through the
years - focusing basically on topic and grammar contents. Therefore, it could be said
that all we see is an ‘x-ray of the processes followed by students as they move along
the school years. Unfortunately, there isn’t much of any introspection - or the
teacher’s point of view - which makes the information only slightly useful, if one is
looking for any suggestions for change.

The second site, on the other hand, is structured as an article, or lecture

transcription, which makes it more reader friendly. Added to that, the visual content
(the pictures of students’ productions) give the reader more consistent material to
work on - as do the comments made by the teacher as the material is presented.
These pictures can help illustrate more clearly what is expected of students and, in
this sense, foster the reader’s looking into his or her own correction process.
Furthermore, what this second site also provides is keys to students’ self-
assessment and the means to get them involved in their own learning process.

Nonetheless, with or without the presence of clear evidence of students’ working

process - as we find in the second site, neither of the two publications appear to take
the analysis of the writing process one step further. None account for the results that
the pupils have obtained throughout the years, or a feedback on how they have later
faced the process of writing away from that of the narrative structure.