English/Language Arts Department
Philosophy of Writing
A Complex Art Form
Glastonbury’s Language Arts teachers honor the writing process and believe writing is a highly complex art form. Students engage in multiple modes of writing—informational, the traditional essay, narrative, argument, and poetry—to learn about various writing purposes and skills. While we share a vision of what defines effective writing, we understand that writing is individualized and requires differentiated teaching methods.
Ideal Writing Conditions
Teachers understand that in order for students to grow as writers, classroom experiences must value ideal conditions identified by writing researchers. These include:
generous amounts of classroom writing time;
writing shorter pieces frequently;
the ability to choose topics;
affording student and teacher response throughout the writing process;
direct teacher modeling;
and the opportunity to reflect on and improve one’s own work.
Students regularly practice the stages of the writing process and work with teachers to determine when they can most benefit from revision and publication.
High Expectations
We believe that a writing program is effective when it engages students and inspires research, critical thinking, collaborative dialogue, and self-reflection and evaluation. At each grade level, students experience high expectations to master articulated writing modes and skills. These skills include the ability to:
develop and support writing;
accurately use conventions;
identify personal writing goals;
and use technology as a tool to communicate with others and demonstrate and assess growth.
Becoming Independent Writers and Thinkers
At all levels, teachers guide students toward becoming more independent writers and thinkers. Students engage in authentic writing purposes, formal and informal, through assignments that address the Common Core writing standards and departmental guidelines. In addition, students learn to value diversity from the voices of the authors they read, and among themselves.
