Analytical Survey of Teachers Perception towards Writing Skills

Abstract

Researchers from four states in the US surveyed 29 teachers on their views about writing and
the variables that impacted them. After conducting interviews with instructors in high- and
low-income schools, researchers found substantial differences in writing teaching. Instructors
at high-income schools place a greater focus on rhetorical style, establishing one's own voice,
and making reading and writing connections than teachers in low-income schools. It appears
that, whereas instructors in high-income schools are more flexible in picking curricular
materials and focusing on writing quality beyond grammar and mechanics, teachers in lowincome
schools tend to be constrained by a certain curriculum set by their districts. Many
elements, including the school atmosphere, programmes and resources, and evaluations, have
an impact on teachers' attitudes. The study highlights concerns that students in low-income
schools are missing out on true, tough, and important writing chances because of the
emphasis on skills-based training. A new study shows that for students to be successful,
teachers must provide them opportunities to develop their argumentative style, their own
voice, and connections between what they read and what they write.