Any teaching being performed that plans on assisting students writers development within a writing pedagogy community will need to remain flexible requiring writers to apply the knowledge that they will learn to strategies that are going to best suit the situations that will refine their abilities of writing bring attention to the complexities that exist that they will need to engage with. The student writer while being taught will also have to understand that any ambition to having any expertise is going to take exposure to various genres and particular discourse communities that involve ones knowledge application to genre scenarios. These experiences will be what is needed in addition to the writing pedagogy that students will encounter. Students will have to prepare for the difficulties when encountering situations outside of their learning environment that will assist in building their abilities as a writer. This becomes the challenging part since most students have limited opportunities outside of the classroom to interact in different communities that have developed their own rhetorical expectations and discourse. Students will thus have to develop their own framework that best suits their abilities if they are participating outside of the classroom and be able to transfer any of the knowledge they learned and apply it as content effectively no longer as a student but active participant the discourse community of choice that best fits them without feedback from an instructor. I feel only then will they realize what genre and topics they will be able to produce the most effective content for an audience outside of classroom instruction and safety nets.
Continued interaction and communication is required within writing pedagogy discourse communities that the student has chosen a continuation of engagement with instructors, students to try and develop their own relatable vocabulary from their lives and intertwine with the values of their chosen genre that will require to apply the knowledge identified with the most. A ideology that would be beneficial to students while being taught writing is having to practice producing content in various ways relatable to certain genres, themes or topics that can serve for a given writing prompt or project adjusting to the needs, standards, applying the writing knowledge acquired and comparing after seeing how adaptable they were as writers with various perspectives. The student writer will not know what to expect exactly in each genre until they actively put themselves in the place to participate within those situations being still far away from any expertise. Any curriculum subject matter or content should still reflect the writing pedagogy or skills that the students can build upon as they progress in intellect, or it will distance them from the principles of writing. Another benefit is reflecting on the knowledge that they have learned and also the knowledge they applied in situations and observing what kind of development has occurred and making adjustments after. Student can be exposed to all the discussion or writing projects while in a class, but they will still need the interaction to develop critical thinking skills such as problem solving involving research, and other writing strategies from their own framework they developed to overcome challenges with adaptability.
Beaufort made it clear that since there seems no end to a students writing instruction or development it will continue as the students focuses towards a genre or genres outside of the learning discourse community and efforts of the impact they will have. Being taught how to write for various literacy practices is beneficial in the writing pedagogy to prepare students to develop their abilities being introduced to different structures of writing knowledge and application to genres outside of discourse classroom communities.
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