Johns Hopkins University

Teaching Reluctant Writers

This course is part of Teaching Writing Specialization

Mark Farrington

Instructor: Mark Farrington

Course

Gain insight into a topic and learn the fundamentals

Beginner level

Recommended experience

15 hours (approximately)
Flexible schedule
Learn at your own pace

What you'll learn

  • Reasons why students might be reluctant writers, and tools and techniques to help them become more comfortable and confident as writers.

Details to know

Earn a career certificate

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Assessments

3 quizzes

Taught in English

Course

Gain insight into a topic and learn the fundamentals

Beginner level

Recommended experience

15 hours (approximately)
Flexible schedule
Learn at your own pace

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This course is part of the Teaching Writing Specialization
When you enroll in this course, you'll also be enrolled in this Specialization.
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  • Gain a foundational understanding of a subject or tool
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There are 3 modules in this course

Nearly all students find that writing presents challenges, but some students struggle so much that they dread having to put even a few words on the page. Why do these reluctant writers struggle with writing? In this module, learners will examine possible reasons students may exhibit reluctance to writing in classrooms. They’ll reflect on their own relationship to writing, select and begin to study a reluctant writer, and begin to explore and reflect upon methods for helping reluctant writers grow more comfortable with expressing themselves in writing.

What's included

11 videos3 readings1 quiz1 peer review1 discussion prompt

Producing words is the first step in helping our reluctant writers become confident writers. As we’ve said before, a writer needs to write in order to grow and improve as a writer, and a daily writing habit is of critical importance in increasing writing fluency. In this module, learners will examine some of the tools and techniques that can help reluctant writers improve their confidence and comfort level. We’ll look at the strategies and practices involving daybooks, mentor texts, mini-lessons and scaffolding. You’ll learn about Vygotsky and the ZPD, and you’ll continue working on your reluctant writer case study.

What's included

8 videos6 readings1 quiz1 peer review3 discussion prompts

In this module, we look at ways to move from engaging with reluctant writers to empowering them. We’ll examine two of the most important practices that help us focus on the specific needs and growth of each individual student, conferencing and reflection. Every reluctant writer has his or her own areas of strength and areas in need of improvement, and in student conferences, we can identify those specific needs by working with students one-on-one. Through reflection, students can become empowered as they come to identify and understand their own processes of learning and growth. In seeing writing – and even learning overall – as a series of choices they make, students can realize they have the power to determine what those choices will be. We'll also examine the value of writing for an authentic audience, and at the end of this module, you’ll complete your case study of one reluctant writer and you’ll reflect on how you might use your learning to help reluctant writers you currently teach or will teach in the future.

What's included

5 videos3 readings1 quiz2 peer reviews1 discussion prompt

Instructor

Mark Farrington
Johns Hopkins University
5 Courses4,350 learners

Offered by

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