Entry Log #5: Writing and Affirmation

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Location - The Starship: Literacy

Transmitter - Cadet Antonis Ybarra

Message goes as follows:

Apologies for my late correspondence. Many tasks have been coming my way on the Starship: Literacy and we have been having some technical difficulties. The higher-ups have notified me that there is nothing to worry about, and while I have a healthy share of skepticism surrounding this feeling, I am sure everything will turn out alright.

With the time I have taken as a writing coach this semester, there have been a number of things that have surprised me. The first thing that shocked me was how disconnected I felt from the type of activities and responses I received from my group of students. This is to say that I forgot what I actually did and worked on in 5th grade. Because I have been so entrenched in college-level work and framing my future context for education surrounding high school students, I forgot what sort of groundworks were laid at this level. 

When it comes to teachers, peers, and writing coaches, each serve similar yet differing roles when it comes to responding to the students. Teachers often serve as an active role model for students. Apart from a student's family and coaches, teachers are the ones most often guiding students and serving as role models for these kids for the most formative years of their lives. As such, teachers should serve as patient, but helpful guides for students as they develop their writing. Too heavy towards the side of supportive comments while lacking the critiques deprive students of what they need to work on. Too heavy on the forceful side with no positive reinforcement frames a student's perspective towards school in a more negative light, causing them to put education in a negative context in their minds. It is a fine line that teachers must walk when it comes to the proper way to guide students, but should it be found, it will help students immensely keep a level head while continuously improving their work.

From peers, what students most need is a place that is free from judgement. This can be established in a number of ways: teachers setting up rules and guidelines for discussion, students themselves setting up expectations for the classroom, and many other things where it is made clear that students will not be judged for trying their best. I feel that the strongest negative influence from peers that a student could receive is the judgement for their work not being perfect. When it comes to writing coaches, they serve an interesting role that is neither teacher nor peer. Writing coaches take a tutor-type role when it comes to the students. They should serve as something generally similar to the others; one that supports a student's strengths and gently highlights their shortcomings and how they can improve.

These roles share a number of similarities while also maintaining their differences. It seems a bit redundant but as with all types of coaching for students, a healthy amount of coaching and correcting mixed with support and affirmation should be executed. This is the most effective formula to my knowledge that can assist students. In terms of supporting writers positively, I am always reminded of "Shitty First Drafts", an essay highlighting how it takes a number of tries and revisions for essays to be good. As for the differences, I believe that it lies in the relationship that each of these roles are perceived by the student. As such, not all approaches are universal and should be constructed through the lens of the position that one is taking.

That is all for now.

Signing off, Cadet Antonis Ybarra

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