Here’s something we found online that seems like a good resource for adult education practitioners:
I recently read an Education Week Teacher article, Motivating Reluctant Writers With Journals. The author, Laurie Wasserman, offers suggestions for supporting “…students who are hesitant to share their thoughts in writing.”
Although drawn from her experiences with K-12 students, I saw in her article many applications for our adult education learners. She recommends journaling — which I have used many times with my hesitant adult education writers, as well as the use of peers/teachers as scribes for individuals with more severe writing barriers (including learning disabilities) to help get them started in the writing process. She makes several other suggestions including ‘relatable topics’ – relating writing to the real-world (or contextualized instruction).
This article also reminded me of how useful the Language Experience Approach (LEA) can be in supporting hesitant writers, as well as in providing both reading and writing practice. All of which then (of course), leads me to wonder about your own experiences in motivating hesitant writers:
What are your experiences with journal writing? Do you have other ways in which you engage learners to start writing?
Have you used the Language Experience Approach with Adult Learners? What tips might you share with peers about this strategy?
Have you recently found something interesting ‘in the news’? If so – let us know at firstname.lastname@example.org.