Teacher as a Writer: Identity Analysis, Teaching of Writing Report

This report examines the concept of a 'Teacher as Writer,' analyzing the development of writer identity and effective teaching strategies. It begins with an introduction to the topic, emphasizing the teacher's role in modeling writing processes and creating a sense of community around writing. The main body includes a writer identity analysis based on personal journal entries and the author's experiences, providing insights into the challenges and triumphs of writing. The report then explains the teaching of writing, offering practical advice on preparing topics, adhering to writing guidelines, and structuring content for clarity. The conclusion summarizes the key takeaways, reinforcing the importance of a teacher's writing skills in educating students effectively. The report emphasizes the need for clear communication, proper formatting, and the avoidance of jargon to ensure accessibility and understanding, along with the importance of selecting the appropriate medium for written communication and avoiding gendered pronouns. The report concludes with a list of references used in the assignment.

Teacher as a writer

INTRODUCTION.....................................................................................................................................3
MAIN BODY............................................................................................................................................3
Writer identity analysis......................................................................................................................3
Teaching of writing explanation ........................................................................................................5
CONCLUSION.........................................................................................................................................6
REFERENCES..........................................................................................................................................7

INTRODUCTION
Teacher as writer is strategy which part of writing procedure in that teacher models
developing an identity as writer as well as thinking related to writing strategies for relating
students, creating sense of writing in community and solving writing issues through
modelling strategies (Hebra and Othersen, 2017). This report is based on topic teacher as
writer as well as interview will going to be conduct for analysing different view point in
relation of teacher as writer. Furthermore, on the basis of conducted interview writer identity
will analysis in effective manner for determining each and every aspect in relation of same. In
addition to this, explanation will also given in end section of report related to teaching of
writing explanation. Along with this, it will also discuss skills which required in teacher as an
writer.
MAIN BODY
Writer identity analysis
Teacher as writer have different experience related to each and everything as well as
even writers also the one who struggle a lot for writing specific topic or any journals, articles
as well as several other related to same (Mc Dermott, 2019). There are three journals writing
which are mention below in relation of that my overall experience will going to be share by
me like teacher as writer.
Journal 1: Observation of Familiar object
For this journal object selected by me is laughing Buddha I select this object because I
am very found of collecting different style Buddha. Along with this, there is one another
reason also behind selecting this object as it was gifted to me by my partner. Moreover, The
celestial Buddha named Hotei or Pu-Tai is best known as the jolly Laughing Buddha. He is
based on an eccentric Chinese Ch'an (Zen) monk who lived over 1,000 years ago and has
become a significant part of Buddhist and Shinto culture. From this Buddha I feel like
positive vibes around me this is also one of the reasons that I selected this as a familiar
object. Along with this, my Buddha is orange as well as green in colour and it is made up of
stone. Body of Buddha is of orange colour and its base is green as well as it is placed on my
study table. Because it spread positive vibes and motivate me for doing more good things.
There are several other familiar objectives but I selected this for journal writing because it
result in positive things for me as well as I love colourful Buddha’s.

Journal 2: Children’s story
One of the best childhood story is raindrop character, when I was children I saw drops
of rain as an character. Daylight rainbow and Sunshine are twin sisters they are 8 years of age
and their sibling Peggy is 12 years of age. Daylight rainbow is wearing blue quits shoes and
Sunshine is wearing rainbow bows with blue shoes. They are enamored with rainbow hues.
Peggy is wearing shades and blue shoes and blue garments as that is his preferred shading.
They in live in Candyland in a condo with their mom, father, grandparents, two feline's and
two canines'. The passage of the house has a rainbow formed entryway. The two of them are
valiant and entertaining. Daylight Rainbow likes to play with dolls and Sunshine likes to play
with sprites. They like bold game, for example, puzzle addicts. They love playing open air
games, for example, cricket and Soccer with Peggy. The two of them like to investigate both
space and planets and they additionally like watching rainbows. Peggy is huge, interesting
and like humor and wants to make individuals giggle. The two canines of the family are
Labrador named Rocky and Coco and the Siamese felines names are Poppy and Lilah. The
canines love play pursuing and with water and when the sprinklers are open in the nursery,
they like getting wet and sprinkling water. The felines love to play with weaving balls and
making a wreck when the grandma is sewing. Daylight Rainbow and Sunshine care
profoundly about the earth and about keeping our water clean(Whitney, 2016). Peggy needs
to be a meteorologist Raindrop! What's more, make individuals mindful of all-climate related
occasions. Swoosh At present Peggy instructs little youngsters about water and climate.
Journal 3: Memory Lane
One of my memory lane is reunited with childhood friend who’s from Mumbai. I saw
recently on my aunty’s Facebook account that my childhood friend who is Mumbai
commenting on their picture. she is the one to whom I always want to be in touch and I was
trying to contact with her from long time. While I was speaking to aunty got his number and
spoke with him after 30 years. I got to know that she is single mother who have teenage
daughter and living in Mumbai. At present she is trying to get settled in Australia for some
work purpose but due to Covid-19 issue she post pond this plan. It was good memory for us
when we both were young as 6 years old we were closest companions and we talked about
her propensity for squeezing and biting youngsters and me being hesitant and helping her
determination the battles with other. How we used to be outside playing find the stowaway,
with marbles and cricket and so forth and these days kids simply play with gadgets and have

been feeling the loss of the outside games like in the 70 's and 80's. being in contact with
childhood friend after 30 year is one of the good memory because in everyone’s life friend
have distinct place which no other can take. In simple term it can be said that no one can take
place of friend in life and meeting childhood friend after 30 year is one of the biggest
memory in an individual’s life.
Teaching of writing explanation
With the assistance entire discussion, it has been concluded that each and every
individual as an writer have different view point (Kounis, 2016). Me as writer have
experience which i want to share with teacher so they will be able to conduct overall writing
process in effective manner and gain better outcomes. It is important for teacher to first ready
topic in effective manner on which they have to write. Because without gathering information
in effective manner it will be not easy to write on topic and gather information in relation of
same (Frawley, 2018).
Other than this there is no setted rules for writing skills which simply means that
individual have to follow all the guidelines with the assistance of this they will be able to
conduct work in more effective manner. Most important is that writing must be start with
discussion of topic first and what will going to be elaborate in this report will also discuss in
strating (Hall and et. al., 2019). This help reader in understanding what report is and on which
discussion will going to be conduct. In addition to this, it is important to ensure that writing
should not address reader directly but it must help them in developing understanding about
topic in effective manner. Because without understanding topic it will not easy for individual
to write about it, if individual don't have knowledge about it then they will not able to
understand overall by their own and also not write in such manner that others can understand
(Kang and Veitch, 2017). Furthermore, becoming an good writer is not easy as individual
must have proper knowledge about the format of writing so they will be able to conduct
entire writing topic in easy and correct manner.
There are some major rules of writing which teacher must have to follow so they will
be able to reach outcome of topic in effective manner (Dawson, 2016). Most important is to
use simple structure because complex structure may result in creating complication what they
are trying to say as well as has to be understood in easy manner. Moreover, it is essential to
keep sentence concise and point. Along with this, writer must not have to use jargon or
launguage that will be understandable by selected group. As written communication must

axxessible to audience no matter to whom they are communicating with (Ädel, 2017). In the
situation when simplistic language is not sufficiemt then only technical language and jargon
has to be use (Lawless, 2017). Moreover, writer have to provide specific detail whenever it is
possible and try to avoid unclear or ambiguous detail. Apart from this, it is important for an
teacher to add some more important things in their writing skills so they will be able to
conduct writing practices in effective manner and gain better outcomes. In this it is important
to have proper knowledge about topic before start writing anything.
Written communication is totally distrinct from academic or scholarly writing and it
has to be more conversational in nature (Cremin and Locke, 2019). Thus, it is important for
writer that reading aloud to make sure that writing has to be sound conversational. Apart from
this, several topic in writing include gender discussion in which it is important for writer to
make sure that they should have to avoid attaching a masculine or frminine pronoin to their
writing. Because it may result in giving negative impact on thr writing as writer may face
issue within it. In addition to this, it is essential for an writer to select suitable medium for
written communication (Driver, 2017). They can use email, text messaging as well as letter
which is depended on who you are writing to and what they are writing about. In case
individual is using text messaging within working environbment then it may be not suitable
way to correspond with coworkers. Me as writer have experience which i want to share with
teacher so they will be able to conduct overall writing process in effective manner and gain
better outcomes. It is important for teacher to first ready topic in effective manner on which
they have to write (Isnawati, Kirana and Irawati, 2019). Because without gathering
information in effective manner it will be not easy to write on topic and gather information in
relation of same.
CONCLUSION
After going through above discussion it has been summarised that, Teacher as writer
is strategy which part of writing procedure in that teacher models developing an identity as
writer as well as thinking related to writing strategies for relating students, creating sense of
writing in community and solving writing issues through modelling strategies. Although it is
important for teacher to understand each and everything related to writing process so they
will be able to educated students in effective manner and better outcomes will gain. Apart
from this, it is important for an teacher to add some more important things in their writing
skills so they will be able to conduct writing practices in effective manner and gain better

outcomes. In this it is important to have proper knowledge about topic before start writing
anything.

REFERENCES
Books and journals
Hebra, A. and Othersen, H. B., 2017. Oliver Wendell Holmes: Physician, Writer, Poet,
Teacher, Lecturer, and More. Journal of the American College of Surgeons. 224(4),
pp.751-754.
Kounis, N. G., 2016. In memoriam: The teacher, the writer, the scientist, the colleague, and
the brotherly friend: Tsung O Cheng. International journal of cardiology. 222,
pp.888-890.
Hall, A. H. and et. al., 2019. Who counts as a writer? Examining child, teacher, and parent
perceptions of writing. Early Child Development and Care. 189(3), pp.353-375.
Kang, H. S. and Veitch, H., 2017. Mainstream teacher candidates' perspectives on ESL
writing: The effects of writer identity and rater background. TESOL
Quarterly, 51(2), pp.249-274.
Whitney, A., 2016. Developing the teacher-writer in professional development. In Writer
identity and the teaching and learning of writing (pp. 99-112). Routledge.
Mc Dermott, K., 2019. The writer as teacher: reflections from the margins. English in
Education, 53(1), pp.91-105.
Dawson, C. M., 2016. The teacher-writer: Creating writing groups for personal and
professional growth. Teachers College Press.
Lawless, E. J., 2017. The Liberation of Winifred Bryan Horner: Writer, Teacher, and
Women's Rights Advocate. Indiana University Press.
Cremin, T. and Locke, T., 2016. Introduction to" Writer Identity and the Teaching and
Learning of Writing".
Driver, D., 2017. Writer, reader, student, teacher: A critical analysis of developments in the
discipline of English. English in Australia, 52(1), p.57.
Isnawati, U. M., Kirana, D. P. and Irawati, E., 2019. The Writing Teacher is the (Real) Writer
Herself: From Passionate Beliefs to a Professional Journey. Journal of Applied
Linguistics and Language Research, 6(1), pp.237-253.
Frawley, E., 2018. Are you the writer?: Literary and cultural influences on writer identity
uptake within subject English. English in Australia, 53(3), p.64.
Ädel, A., 2017. Remember that your reader cannot read your mind: Problem/solution-
oriented metadiscourse in teacher feedback on student writing. English for Specific
Purposes, 45, pp.54-68.