Nagin, C. (2003). Because writing matters: Improving student writing in our schools.

San Francisco, CA: Jossey-Bass.

WHAT?
Writing is challenging because there is so much uncertainty embedded in the
processes of doing it. (p. 11)
Writers need to have a reason to write, an intended audience, and control of
subject and form. (p.11)
Writing is the most visible expression not only of what students know, but
also of how well they have learned it. (p. 12)
Evidence shows that writing performance improves when a student writes
often and across content areas. (p. 12)
The task of defining and making explicit expectations for good writing has to
be addressed across all grade levels, content areas, and genres. (p.15)
Teachers can empower students, help them to like to write, and be more
forceful and articulate in using writing in their lives. (p. 18)
Try to vary the type of writing:
o Writing as a product: Student is told what type of paper to write
(persuasive, narrative, etc.) and is then given time to complete their
writing.
o Writing as a process: Use writing to understand to understand the
topic. The writer selects the topic, organizes their thinking, and
presents their ideas and data. (p. 19)
Inquiry-driven writing refocuses students attention on developing content
in writing. (p. 23)
Scaffolding gives students an organizational scheme, as well as guidelines for
inquiry strategies. (p. 25)

SO WHAT?
I grew up in Carrollton-Farmers Branch Independent School District.
Although CFBISD was not a low-income school district, I struggled with writing.
First of all, English is my second language, so I was behind my classmates. Secondly,
writing guidelines were not clear. Each year, my homeroom teachers would expect
different things from our writing. One teacher focused on content and organization,
while another teacher focused on grammar and spelling. This text has made me
realize how important having clear-cut expectations are, not in just in your
classroom, but throughout the whole school.

NOW WHAT?
Writing is extremely an important and valuable skill that will last us a
lifetime. This text examines the myths and realities surrounding writing in schools.
I found this book extremely useful because it explains how students learn to write,
what schools and teachers can do to teach writing more effectively, and how
effective teachers can address more than just content in writing. One fact that I
discovered while reading this text is that writing is the most visible expression of
what students know and how well they have learned it. This will be extremely
useful in the classroom because my students writing will reflect how well I have
taught the subject. If their writing is disorganized or unspecific, then I know that I
will probably need to reteach the topic discussed. In addition, this is important that
I keep this fact in mind because there may be some students that do not come with
as much knowledge as their peers. For example, a student from a low
socioeconomic family may not have the experiences and familiarities that a middle-
class student may have. I need to be aware of this in my classroom so that I do not
make any of my students feel inferior.