the authenticity of teaching writing in classrooms

In one of the opening lines in Carly Lidvall's "Get Real: Instructional Implications for Authentic Writing Activities," she clearly states that, "Student interest in writing begins once students see a real reason for writing" (3). In that sentence, she summarizes the overall meaning in her paper and study, in that without an authentic outlet or opportunity, writing will forever be a deplorable chore for a student. I couldn't agree more with Lidvall's efforts and analysis for the need for implementing a curriculum which can foster a real interest for students in writing; after all, writing is not just confined to the concept of an academic paper. Once you can make the student realize that, such as through the introduction of a classroom newspaper, students will let their curiosity for the subject take a natural course. Once they find the genuine want to write, it will hopefully carry on in "the bigger picture" of their academic, as well as personal, life.

What I liked most was the idea of a project that could be entirely the students'. While the paper became a newfound responsibility, it was not one that was a burden; instead, it became a creative, personal project that was entirely a reflection of the students' effort. Additionally, they wanted to put thought throughout the whole thing, from the caption of articles to the quotes to the content itself. They were authentically engaging in writing, as well as research - skills that would definitely translate over when tackling academic papers in the future, as well as to the process of making any creative project in general. I enjoyed that perspective. Additionally, it made me reflect on my own academic projects and papers, and how fun they can be when you harbor a genuine interest for the research and writing you are doing. It also made me think of some of my peers and their dread over writing papers - if they had the ability to change their perspective and think of it as fun, like the students from Lidvall's study, would they be able to find more interest in it? Or is that an idea they need to come to on their own, like how Lidvall suggests with the early albeit authentic introduction to the realm of writing?

To add to the idea of being able to inspire and encourage students to write, it is not only the students who have to be interested - the teachers do, too, which ties into the article "Teacher-Writers: Then, Now, and Next." Ultimately, what I took from the article was that teachers who identify as writers need to continue to make their presence known in both the classroom and the world of academia. I don't know much about the politics of writing in the classroom, but it seems like teachers can be intimidated by mandatory curriculum and tight schedules, as well as have a general lack of confidence to identify themselves as writers and assert that in a classroom too. With both staff and students overlooking the concept of writing, teacher-writers shrink back; however, it seems to me the article suggests that teachers persist and be proud of their identity as teacher-writers, since they are important figures to being able to create and develop the ability to write in their classroom. Yet, if a teacher-writer is not as invested, then that genuine interest in writing that Lidvall discusses cannot come to fruition. If teacher-writers develop more ideas for helping writing in classrooms, as well as publish them to their teaching community (like Lidvall), that intellectual communication and camaraderie can start to tackle the "reluctance" that is writing. Ultimately, if the teachers lose sight of their authenticity of what their job can do, it reflects in the students - no amount of mandatory curriculum will be able to bring out the spark of genuine interest like a teacher can.