A DIFFERENT VIEW: AWARENESS IN WRITING-EFFICACY AND WRITING PERFORMANCE

A Different View:
Awareness in WritingEfficacy and Writing
Performance
Sonia Flores
LBS 355-01

Paper #2, Draft #3, 4 pages

A DIFFERENT VIEW: AWARENESS IN WRITING-EFFICACY AND WRITING PERFORMANCE

A Different View: Awareness in Writing-Efficacy and Writing Performance

What will the next generation of students expect if educators in the classroom possess low writing
self-efficacy and writing performance? There is strong evidence that educators writing-efficacy is
significantly important and influences effective academic performance in the classroom. According to
Lavelle (2006), educators who have low writing-efficacy and writing performance will not be able to
teach an academic task or engage students in a particular task, such as writing, effectively. Therefore,
students ability to write well depends solely on educators competence in both writing self-efficacy and
writing performance.
According to Lavelle (2006), studies have shown that some educators lack the ability to be high
self-efficacy writers. More importantly, results of this study show that there is a relationship between
writing self-efficacy and writing performance. For instance, if an educator does not possess the
knowledge it takes to write exceptionally well then his/her writing performance level will also be
affected. In addition to having ineffective writing skills, educators will lack the ability to successfully
instruct their students due to their lack of knowledge in their own writing self-efficacy and writing
performance. On the other hand, educators who have both high writing self-efficacy and writing
performance ultimately possess the kind of confidence an educator needs in order to teach his/her students
writing skills.
Lavelles (2006) article argues for a great concern in regard to how crucial it is for educators to
possess both writing self-efficacy and writing performance. I believe the insight of the article produces
the fact that educators cannot teach writing skills if their writing self-efficacy and writing performance is
at a low level. It is doubtful that educators will be successful at teaching the next generation the necessary
standards in writing, if they are not comfortable or competent in their own writing. More importantly,
educators who do not possess writing self-efficacy would in turn leave students with the same inadequacy
in writing performance. As a result of Lavelles article, I have examined my own writing self-efficacy and
writing performance and have realized how essential it is to work to improve my writing skills.

A DIFFERENT VIEW: AWARENESS IN WRITING-EFFICACY AND WRITING PERFORMANCE

As a future educator, its discomforting to know I lack high writing-efficacy and writing
performance. I assumed I had suitable knowledge in writing, and the skills to write effectively. However,
after reading Lavelles (2006) article and taking a grammar test, which I scored low on, I am fully aware I
lack the skills of being a knowledgeable writer. More importantly, my low writing- efficacy and writing
performance hinders me from being an effective educator. Although I considered myself to be a decent
writer, my fear of writing papers still lurked in the shadows. According to Lavelle (2006), educators who
have low writing self-efficacy and writing performance believe writing is a painful task. Although I feared
certain writing assignments, the responsibility of writing assignments also allowed me to improve my
skills and knowledge in writing. If I choose not to overcome my fear of writing and strengthening my
knowledge in writing, I will not be an effective teacher in the classroom. Future educators, myself
included, that refuse to achieve a higher level of writing self-efficacy and performance will unknowingly
damage students education. For example, educators that are not proficient in writing knowledge and
writing skills cannot effectively teach the next generation. According to Lavelle (2006), an educators
competence in writing self-efficacy and writing performance has a significant role in teaching
effectiveness when it comes to writing. In addition to educators obtaining the skills needed to write
effectively, educators can also implement assignments that will encourage students to have personal
involvement in their writing in order to improve upon writing performance.
In conclusion, writing is a tool of communication, as well as a means for students to take an
inquisitive approach in their learning. Having an inquisitive mind enables students to ask meaningful
questions, investigate their ideas, and make sense of their own level of understanding. Hence, it is vital
that all educators possess knowledge in their own writing self-efficacy and writing performance in order
to teach writing competency in students writing. Overall, its extremely important that both present and
future educators take the necessary measures in order to strengthen their skills in writing self-efficacy and
writing performance. Once teachers strengthen their skills in writing, students will have a greater
opportunity to increase their own competency in writing self- efficacy and writing performance.

A DIFFERENT VIEW: AWARENESS IN WRITING-EFFICACY AND WRITING PERFORMANCE

References
Lavelle, E. (2006). Teachers Self-Efficacy for writing. Electronic Journal of Research in
Educational Psychology, 4(1), 73-84.

A DIFFERENT VIEW: AWARENESS IN WRITING-EFFICACY AND WRITING PERFORMANCE