Atwell and Peterson Response:

What stuck out the most to me from Atwell's article is the need for teachers to loosen the restraints they place on their writing curriculum. Teachers should be open to allowing the creativity of their students to come out in their writing, regardless of whatever preconceived notions you may hold about what "good" writing is. Taking into account the first two chapters of the Peterson reading, these concepts can be applied across many different subject areas and disciplines. The most important part of writing, not that grammar and spelling are unimportant, is expressing those ideas you have onto paper. Both readings stress the importance of sharing these ideas and editing your writing with your peers. The authors regard this practice as an efficient way of reflecting on strategies for writing, as well as for producing finished works.

Atwell claims that having a preset curriculum, with activities and assignments laid out, will limit the creativity of your students, and they will not produce their best work as a result. Having the freedom of choice allows students to produce a level of writing which best demonstrates their competency in writing. Atwell realized the importance of allowing her curriculum to work for her and her students, instead of having her students work for her curriculum. Through this change in process, she was able to see the real potential her students had in writing. She decided that relinquishing some of the power she held over the writing process benefited the students learning. If we are to take the Peterson reading into context, perhaps all subject areas can benefit from a more open approach to not only writing, but learning as a whole.

From my own personal experience, I believe there needs to be a balance between having structured, directed writing tasks, and open writing tasks where students have the freedom of choice. I really believe that leaving every assignment open may benefit students writing in the short term, but may not be conducive to preparing students for life outside of formalized education. For most people, it is a harsh reality that sometimes things need to be done regardless of whether you want to do it or not. This rule does not extend beyond the scope of writing.