Writing With Boys in Mind

I remember my first word processing typewriter. That amazing machine could erase up to 12 characters at a time, and display two entire rows of typed text in a visible screen. The newest impressive writing tools include laptops, iPads, and netbooks. Yet, even with the invention of the latest technologies, the writing process lives on in a more shared format than ever. According to a recent report from the National Council of Teachers of English, instead of making technology fit instruction, we must make instruction meet communication technology.

As educators better understand how to teach and write in the 21st century, they will be serving all students, especially boys. Boys like to learn through social interaction, the natural integration of writing and technology. Boys like to express their thoughts in brief statements, as commonly used on Twitter and Facebook. Teachers can use technology to implement some of the most engaging forms of writing to inspire young publishers.

You can read more about Internet pen pals, literature response blogging, and authentic audiences in the articles listed in the left column. The bullet lists help summarize some of the most important points to consider when using online writing.

Some things to remember about writing:
• Students can only write about half of what they are capable of reading (Tompkins, 2010)
• Students will be more motivated to write for authentic audiences (Charron, 2007)

Benefits of online publishing:
• Spell and grammar check options when drafting on the computer (Charron, 2007)
• Ease of writing stages when using a computer (Wollman-Bonilla, 2003)
• Twitter and email allow for short, quick writing responses (Wollman-Bonilla, 2003)
• More engaging than paper and pencil (Wollman-Bonilla, 2003)
• Computer labs often encourage more social interaction than traditional classroom settings (Van Leeuwen & Gabriel, 2007)

A few cautions when using online publishing:
• Use a class folder for safe monitoring of email content (Charron, 2007)
• Have students use pseudonyms or first names only to provide privacy (Charron, 2007)
• Teach keyboarding and word processing skills simultaneously with the writing process (Wollman-Bonilla, 2003)
• Prepare students for delayed responses when using email or Twitter (Wollman-Bonilla, 2003)
• Facilitate, guide, and participate in response to student inquiry (Van Leeuwen & Gabriel, 2007)
• Listen to student requests (Zawilinski, 2009)

Unique Reading Style

Have you ever noticed that boys select different genres of interest than girls? Some of the most popular readings for boys are comics, nonfiction, graphic novels, and statistical references. It is not that boys dislike reading, but they dislike "schoolish" reading. Boys are social readers and often sneak off into a corner to share with others while they read.

Boys have a unique style of reading. Consider the following mismatch of reading for boys at school.

Traditional "Schoolish" Reading

• Basal readers
• Reading aloud in a group
• Quiet, silent reading
• Start to finish reading
• Worksheets and skills
• Assessement-driven

Authentic "Boyish" Reading

• Comics, graphic novels, sports statistics
• Reading with peers
• Segmented reading based on interest
• Action-related reading
• Collective accumulation of books

Boys are not doing too well with reading at school. Yet, they are reading like crazy away from school. Maybe the mismatch is in what boys need and what schools are giving them...

From Observations to Research

Each day during guided reading instruction, I met with my reluctant readers. These readers, mostly boys, begrudgingly read from the basal reader, leveled readers, and novels that I thought would be most engaging for them. Reaching no success in motivating the boys, I assumed they did not like reading and were less abled in understanding literacy. However, I would find the same boys in the classroom library huddled around a magazine or Guinness Book of World Records whispering animatedly. I found myself wondering why they would not show the same enthusiasm when I led them in small group guided reading.

I have since learned that the scenario from my former elementary classroom was not unique to my setting, but common among boys around the world. Consider the following truths.

Boys are more likely than girls to:

• Earn D's and F's
• Be in special education
• Be diagnosed with ADHD and speech impairments
• Be suspended
• Be reported for disciplinary actions
• Be retained
• Have negative reactions to teachers
• Drop out of high school

The research supports these sad characteristics of young male learners. Observe the boys around you. Do you find the same to be true?