Reflection On My Writing Style

I feel that the information I gathered across multiple assessments gave consistent results. They showed me that L. has a great writer’s foundation and is likely capable of digging deeper into the writing process than she currently has the opportunity to do in her classroom. Her Garfield survey, showing her in the 84% percentile for writing attitude paired with her personal interview, where she vocalized that she loves writing should indicate that if her love of writing were being attended to that she would have at least one or two finished writing pieces from the year that she could speak of. In addition the detailed assessments, my anecdotal notes showed that L. is a focused worker who I think could find her way through some self-editing and peer-editing, even if the classroom schedule and lessons could change to allow her to have an increased opportunity for writing instruction.
Initially I thought that my student would be very strong in one or two areas but I actually found that she is mostly at the meaning maker stage on the writer continuum and that Word Choice was the only area that fell slightly below this. For me, reading the continuum pulls the traits into one umbrella of writing. The three-level writing guide did the same thing for me. L. is a 3/4 writer and reading through the ½ traits really helped me to see exactly how much writing progress and development she has made at this point in her writing experience.
I was surprised, in the Garfield survey, to see how much L. would not like to write for science or social studies. She also wouldn’t want to have a job for a newspaper or feel like she had to write to change someone’s opinion. From what I can assume, anything that seemed challenging was something that decidedly lowered her enthusiasm for writing. This makes me wonder if other kids would respond similarly or if she is unique in being discouraged by these