Response essay

 Introduction

 Composition is a writing activity where students are expected to express their thoughts.  Writing a composition is important in that students improve writing skills, imagination skills, thinking skills, and communication skills. Teller (2016) states that according to compositionists, students must employ the process approach in composition writing. This means that students should engage in creative brainstorming, they should focus on complex ideas, and they must have the ability to read and write effectively. Teller (2016) asserts that the three principles do not work.  Thus, students fail in writing composition because they do not work hard. In other words, they do not revise, they do not like peer workshops, and they do not like engaging in complex issues. He argues that students' failure is not a teacher's fault. In other words, teachers should blame students in that teachers work hard to teach English and composition writing but students are not focused. Stewart (2016) supports Teller's idea that students do not know how to write a composition. However, he raises a different argument and says that students are not responsible for their failure but the education system should be blamed. Stewart says that teachers should act as mentors in helping students. They should understand the students' need and differences, and they should set clear expectations. In comparing both authors, it is important to understand that many factors contribute to students' failure. In my opinion, students are not at fault. Students have failed in composition writing due to the lack of flexible knowledge. Teachers should know that students have little knowledge and it is their role to empower students and lead them towards the path of improvement so that they become better writers.

I think creative writing should be incorporated in composition writing. This is because, in composition writing, students should exercise brainstorming, visualization, reading, outlining, among other processes.  Note that for students to understand writing, the teacher should teach writing skills, provide valuable feedback, teach structure and clarity, provide image-rich vocabulary, and encourage their efforts (Stewart, 2016). Therefore, I disagree with Teller's argument that student fail in composition writing because they do not revise, they do not engage in peer workshops, and they do not employ basic argumentative structures to write a coherent essay (Teller, 2016).  Teller also criticizes the critical reading and argues that it should not be incorporated in the writing course.  I feel that students fail to revise because teachers do not encourage them to revise. Teachers should provide them with revision skills, meaningful goals, revision models, and guided practices. In other words, for students to revise, they need tools, time, uninterrupted environment, and teacher's help and supervision. It is important to understand that students are eager to revise but they lack guidance and supervision from the teachers (Stewart, 2016). I also feel that peer workshops boost students' growth and performance. Note that in peer workshop, students engage in common practices such as creative writing, reading, listening to other students' work, sharing with the class, among other practices. They hold a discussion, explore the evidence, engage in brainstorming, they become exposed to different writing styles and they also have the opportunity to address the concern. On engaging in complex issues, I feel that students are unable to present a clear and unifying argument because of their lack of knowledge about ‘argumentative structures'. Another important point is that students must engage in critical reading so that they can understand the argumentative structures (Stewart, 2016). Teachers should help students set smart goals, create a plan for the study, and let students know that writing is a process.  Teachers should teach students that the purpose of writing is not to fulfill an assignment but they should become engaged with what they writing to achieve a therapeutic value.

I agree with Stewart that composition writing require a process approach. In other words, it is the role of teachers to engage students in classroom activities that encourage brainstorming, discussion, reading, writing, listening, among other activities (Stewart, 2016). Note that for students to gain interest in creative reading, peer workshop, and revision, they need language support, brainstorming, and discussion. They need to organize ideas, compare ideas and judge quality, receive feedback and collaborate with teachers and other students.  It is the role of the teachers to ensure that students should constantly engage in the writing process. To accomplish this, teachers should provide writing assignments so that students can experience various writing styles (Stewart, 2016). Teachers should encourage students to believe in themselves and become less afraid. Students also need technical skills so that they can think critically, value teamwork, and explore ideas.  In general,  I think that teachers should teach students writing skills, allow them to engage in peer groups, let the students see the importance of revision, guide and help them, understand students' deficits, and teach them grammar and structure (Stewart, 2016).  As a result of applying these approaches, students will become creative and they will improve in the composition writing.

 

 Conclusion

 If teachers want students to be successful in composition writing, they should sharpen their writing skills in critical thinking.  First, teachers should let students know that writing is a creative practice, an act of discovery, and a process.  I feel that it is the work of educators to care for students and allow them to grow. The teacher will benefit because ultimately, he or she will produce amazing products that will take a significant position in real life.  Students will also benefit in that they will write a composition using a sound writing style. In other words, they will communicate their ideas effectively using perfect grammar.

 

 

 

 

 

References

 
Teller, J. R. (2016). Are we teaching composition all wrong? The Chronicle of Higher Education, Retrieved from: https://www.chronicle.com/article/Are-We-Teaching-Composition/237969

 

Stewart, E.M. (2016). No, we’re not teaching composition ‘all wrong.’ The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/No-We-re-Not-Teaching/238468