Writing Pedagogy

"the pedagogy of writer/text collaboration has the potential for expanding students' linguistic repertoires and increasing the authority of their academic prose voices." - Rebecca Moore Howard 

As a tutor and teacher I recognize the importance of providing opportunities for my students to improve their writing skills. As a writer I am grateful for every writing assignment, as it encourages me to explore the another approach to my authentic writing process. In the article Teaching Writing as a Process Not Product, Donald Murray explains the three-step process that is essential to any writer's evolution.

3 Step process, in six word descriptions
1. Prewriting - outlining, title-writing, note-making, lead-writing, researching and (my favorite) daydreaming
2. Writing - first draft, rough, unfinished, searching, fastest part
3. Rewriting - researching, rethinking, reformatting, refocusing, reconsidering, and revising

Murray shares ten implications directed at instructors who are seeking successful ways to prepare students for advanced writing. Of the ten, the most significant for me as a writer are: 5. attempt any form of writing which may help the student-writer discover and communicate what they have to say; 8. papers are always unfinished, evolving; and 10. there are no rules, no absolutes, just alternatives - what works out with one writer may not with another - all writing is experimental!
As a student-writer I have experienced internal struggles with the form of writing I was required to compose  an essay in. The critical analysis I have produced were too serious and void of the personable, conversational, even dramatic writing that pours of out me effortlessly. If I must write with constraints, it is necessary for me to produce several drafts of one paper in order to get as close as possible to a well-developed edition. There are numerous texts that have several published versions that include new data, eliminated sections, edited notes from the author, and so on. Therefore, it makes sense for student writing to evolve in a fifteen week semester with multiple drafts. Time restraints can afford to be 'laxed if the goal is to hep students become greater writers. In a perfect university standard forms of writing are not essential for writing to be considered praiseworthy. Innovative approaches are welcome and encouraged, which is demonstrated through the support and grades received.

As an educator the most significant implications to me are: 2. students find their own topics; 3. students use their own discourse or language; and 6. mechanics come last.
These implications are more specifically directed at my ELLs. I cannot ask a student to articulate their criticism involving a community leader, elder, or institution if their culture does not encourage this type of expression. Students from different countries and/or various cultures need to write about topics they feel comfortable with. Furthermore, when students can incorporate their primary and secondary discourses into their writing it forms a creative and informative read for the audience. If students are free to choose their own subjects and write in their own language, they can learn the mechanics of writing gradually in the editing process. Coherence, not perfection, is the point of the process.
Murray reminds us, teachers are not present to teach students how to create a product. They are guides to assist students in scaffolding their development through multiple experiences.

Although Murray suggests implications that lead to experienced writers, there is a component indirectly mentioned, which Rebecca Moore Howard directly addresses in the article Collaborative Pedagogy.
Beyond writing collaborative practices are useful in several aspects of (life and) learning, even across disciplines. In Howard's research it was reported "Individualistic teaching methods proved ineffective for the new population of nontraditional university students, whereas collaborative pedagogies such as peer tutoring answered their needs" (54). She argues it is an instructor's responsibility to recognize methods that will help and to explore various tools to encourage student development.
Naturally, there are disadvantages to collaborative techniques. Resistance to collaboration is not unusual. Peers are not experts. The feedback offered may not be helpful or honest. Critical judgments can eliminate willingness to work together. Dominate personalities and attitudes tend to build tension in collaborative exercises. People may genuinely disagree about the inclusion or exclusion of an idea.
However, there are many benefits to collaborative practices.  Student-centered learning and classes are arguably the best way to build confidence, esteem, and autonomy in students. As students enter the workforce they will be better prepared to work with their colleagues. Students become more empowered and enlightened through whole class discussions and group work.
In one of my methods courses (in the College of Education),  our professor conducts the class with essential questions. After the first response he asks for selects another student to respond to the initial response. The technique engages more of the class, keeps the discussion going and encourages students to jot down notes while they synthesize substantial comments. I feel I retain more on the subject, while I am challenged to consider another approach to it. Freire would be in favor of collaborative pedagogy, as it continuously involves and inspires student input.
I believe collaboration leads to good writing. Having at least two readers provide constructive criticism on any writing improves the published edition - if the author uses the feedback to alter the text. Now I am considering altering my writing process, so that it includes having a trusted peer provide constructive feedback. Murray and Howard offer new approaches to the process of learning, which I feel is essential to how I will design future curriculum.

Sources:
http://www.willamette.edu/gse/owp/docs/TeachWritingasaProcessNotProduct.pdf

http://teachingcollegewritingfall2011.qwriting.org/files/2011/08/Moore-Howard_Collaborative-Pedagogy.pdf