Eight Class: Writing Process

The writing process is very intricate and I was thrilled to have a class related to this topic. Eager to learn about the assistive technology methods available to support students readiness and willingness to write, this class presented great value.

At the beginning of the class we were asked to engage in a 10 minute writing task. First of all it was extremely difficult to find a writing tool and/or paper. After finding the tools necessary to complete the task I become annoyed and frustrated. I don't like to write... I like to type! Then we were asked to write with our less dominate hand. Yikes... my printing was not legible and I disliked this task. I got frustrated, angry, and gave up prior to the time limit provided.

However, there was value in both these tasks. These tasks enhanced my ability to empathize with students who have deficits related to writing. What are we really assessing by asking students to write? There are so many means of representing knowledge, a variety of available assistive technology accessible to educators, and tools to foster Universal Design for Learning. Why are students with writing deficits still being asked to write with the traditional pencil and paper?

Our instructor continued the evening by providing us with a document highlighting the complexity of skills required in the writing process. There are so many skills involved in the writing process and one deficit in any of those areas can make the writing process tremendously difficult for a student. I was so naive to the number of skills incorporated in the writing process. I know how to write but never realized the variety of accessible capacities I have which foster my ability to write.

The second half of the class provided a variety of assistive technology and Universal Design for Learning strategies. Yes... ways to support my students ability to write. We watched two videos related to supporting students ability to write:

The Writing Process and Assistive Technology

Mechanical and content skills are essential to writing. Furthermore, there is lower level content skills, lower level mechanical skills, upper level content skills and upper level mechanical skills.

Component	Skills	Assistive Technology
Lower Level Content Skills	Initiating, formulating, and organizing the idea.	- Inspiration - Draftbuilder
Upper Level Content Skills	Requiring prior knowledge, experience memory, recall, metacognitive skills, and writing with purpose.	- Co Writer - Dragon - Siri
Lower Level Mechanical Skills	Use of pen/pencil as a tool for writing, consistent use of form and space when writing letters, automatic letter form, punctuation, and spelling.	- iPad Word Processing - Read Please Software
Upper Level Mechanical Skills	Automaticity of lower level skills (all the above, in a well integrated process), grammar, semantics (clear and appropriate word usage), and speed of motor performances .	- Co Writer - Dragon - Siri - Word Prediction - Clicker Sentences

We were also provided with samples of student written work. Our instructor provided us with visuals and descriptions highlighting the difference between a student with a writing deficit asked to just write with the traditional pencil and paper compared to the same student provided with assistive technology asked to write. This was so empowering and powerful. It was a true demonstration of presumed competency. Students were given the tools necessary to allow them to meet their full potential. The power of assistive technology is so awakening. I can't wait to alleviate the daunting frustration a couple of my students with written output deficits experience when asked to complete a written task, by providing them with some of the new assistive technology tools provided in tonight's class.