The most important facts that I realized through this chapter are two. The first fact is that even young children can learn writing from just experiencing writing, not from starting to learn letters, words, and sentences (Tompkins, 2008, p. 5). The second fact is that in order to improve their writing more effectively, students need teachers' many kinds of support. Through this support, students can expand their knowledge and linguistic capabilities about writing (Gibbons, 2002; cited in Tompkins, 2008, p. 21). When teaching English younger children before, I haven't even thought about teaching them writing because I just supposed that they were just too young to understand writing. In other words, I totally ignored their potential. Now that I learned younger children can be taught writing thought writing and they can be much better writers with the help of teachers, I would keep that in mind and help children to write as a facilitator. Ambro (2010) indicates, "If a teacher knows some of the characteristics of educational facilitators, she can help students own the learning process by developing a good rapport and providing a positive role model who leans toward empowering students to explore more about the subject at hand."
According to Julien Sanghyo Park, the important elements of writing instructionthat teachers should teach are decision about purpose, audience, and format,as well as the range of available options. I totally agree with her opinion. Students should know those specific components for writing before they get started. That is why prewriting stage is needed and essential and teachers should take advantage of the prewriting stage sufficiently during writing class.
References
Ambro, S. (2010). Qualities & characteristics of educational facilitators. eHow, Inc. Retrieved from http://www.ehow.com/list_6363944_qualities-characteristics-educational-facilitators.html
Tomkins, G. E. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
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