There is a known and forgiving importance of teaching in the involvement of literacy and the assessment of its effectiveness putting to use as a developed writing student efficient in literacy skills with the way we inquire socially and outside of the classroom for evaluating our conditions and finding ways to evolve with the literacy needed to function in our democratic world with contributions of language and text. As we progress our writing will begin to shape around those readings and the critical thinking skills acquired with composition skills to engage. The experiences grounded in our literacy are essential to our roles as teachers, students, citizens to share our ideas and communicate effectively amongst each other. The watering down of being literate or that it happened overnight is presumptuous and inaccurate. We need literacy to be effective in our civic duties, roles of democracy to limit criticism that causes further inequality toward teaching literacy. The future of assessing the student’s literacy and language will always have to benefit the students’ needs and particular learning capability being exposed to various understanding of what is expected.
To get to this point there remains reflective functional standards and assessment within the discipline of the teacher’s literacy role of curriculum and transfer of knowledge to the student that is to be received in an allotted amount of time with expectations of students applying certain processes involved in research and writing. The faculty role in assisting students in the next phases of applying skills is an important part of the processes involved. At a given point of time a student should be within reason comprehended the content and able to apply it effectively as per requirements of “should” be able to do so. The outcomes seem to be left up to the relationship and development that happens in between this time during the instruction and preparation processes of writing as to why and how the student will benefit from priorities and practices that were involved and further applying the composition and convention expectations to best succeed with utilizing everything taught to prepare students for future writing. This can include a certain loose understanding of what is expected so the students can prioritize certain tasks to reach the level needed to progress further by still prioritizing guidelines of practicing and reinforcing to be met with literacy.
Even when we reach and observe expectations of post-secondary teaching role and the writing produced by the student at this point should have many of the necessary writing skills assessed and developed but will still need further refining of those considered basic to have a functioning role in the language of thought they share with society. These functions can be taught, recognized by the teacher in the form of guided principles of writing, creating engaging responsive but effective learning environments where the conditions remain open for exploration of materials and resources with the continued emphasis on reading, analyzing text and applying now further developed critical thinking skills as a strategy that will be used thought their writing and research. Process of composing strategies that the students should understand and be able to do efficiently by the end of their first year of learning. Expectations from the structure designed starting with processes of writing then adding on the conventions that are associated with becoming knowledgeable in the craft of writing as student being prepared to move forward.
Preparation of the strategies why the student will need to learn everything included in the processes and conventions of writing should be communicated prior so they have clarity of the benefits of each such as applying the knowledge, skills, while developing and gaining further understanding of the practices involved in writing that cannot be deviated from. Preparing students for literacy and understanding that its importance of human interconnectivity and understanding with situation, culture and relationships with others cannot be replaced by technologies doing the teaching or talking or rushed. There is thought of the shadowing of digital technologies shaping or replacing their writing outcomes even with Faculty personal involvement to prepare the writers for their audience. Certain technological involvement can be beneficial though when demonstrated and integrated properly with attention to its ethical use. Sound language instruction seems to be supportive in relating to the significant roles in the process of writing and persistence on the road of flexibility and involvement of instruction throughout the learning process. The teacher’s task of assessing and meeting standards carries a package of involvement that requires consistent growth with evolving technology and student needs based on their own background of literacy and language structures learned.
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