Something that's been bothering me about this whole "process" question is, as most of you know by now, how to grade the product.
I've been taking in all the readings, trying to learn from them and see what makes sense and what's realistic. And I realize, I still am not sure what the final product should look like. We've talked about process, and today in class I tried to speculate on which parts of the process are productive and which are not. "Composition" doesn't always have to equal writing, I get that. But, I mean... the eventual point is writing, right? Maybe I just need to be a little more patient. This is all still relatively new to me.
What jumped out at me about the readings was just how much process can differ between individuals. For example, I already knew that there were differences in the way that men and women approach situations in life, but for some reason it didn't occur to me that they might approach writing differently, as demonstrated in Flynn's essay.
Murray's essay about writing as autobiography was also rather intriguing. My favorite writing that I do is my fiction writing, but among my friends I often refer to it, half-jokingly, as, "my life with all the names changed." In that case, I could absolutely agree that writing is autobiography. But that's a very particular kind of writing. When the writing is personal in any way, whether it be poetry, fiction, creative nonfiction, or anything where the author gets to choose the course of the piece, I can see an argument for autobiography. This could even happen in research papers, to a certain extent, but in that case I feel like what Murray is describing sounds a lot like the way that we've been defining "voice." It's like the author's personal way of phrasing, or the lens through which they see the world and then describe it in their writing.
With all of that in mind, I come back to the question of grading. I suppose this is why I like the idea of grading steps within the process. It helps to know where the product came from, and it helps the student to see at which point he or she went wrong.
Tuesday, February 27, 2007
Monday, February 26, 2007
paradigm shift
Hairston's essay raises some interesting questions that I had never really considered before. I liked the way she basically came right out and stated what was wrong with the system of teaching writing. For example, she very bluntly says, "they believe that teaching editing is teaching writing." I usually operate under a policy of, if it's not broken, don't fix it. Until I read Hairston's essay, I didn't think there way anything wrong with the way that composition is taught. Maybe it wasn't perfect, but certainly not worth completley overhauling.
Then again, I don't really know that much about either the process or the product model. Until a few weeks ago I didn't realize that they even had names. The main question that I like to think educators are trying to answer is, how exactly does a person learn to write well? This evokes some preconceived notions about what "good" writing is. I think we usually think of classic literature by Austen or Dickenson. While I don't think that reading these kinds of authors automatically makes a person a better writer through osmosis, I do think that reading, in general, helps give a person a better sense of what "sounds" right when they are writing. Familiarizing oneself with good grammar and structure is a good way to go.
Ever since hearing about it, I have become a huge fan of the process model. I think that in order to become a better writer, people should take a look at their process and figure out what is serving them and what is hindering them. And composition teachers should serve as a guide for helping students understand how to write better. I think that this goes hand in hand with learning how to edit well.
Then again, I don't really know that much about either the process or the product model. Until a few weeks ago I didn't realize that they even had names. The main question that I like to think educators are trying to answer is, how exactly does a person learn to write well? This evokes some preconceived notions about what "good" writing is. I think we usually think of classic literature by Austen or Dickenson. While I don't think that reading these kinds of authors automatically makes a person a better writer through osmosis, I do think that reading, in general, helps give a person a better sense of what "sounds" right when they are writing. Familiarizing oneself with good grammar and structure is a good way to go.
Ever since hearing about it, I have become a huge fan of the process model. I think that in order to become a better writer, people should take a look at their process and figure out what is serving them and what is hindering them. And composition teachers should serve as a guide for helping students understand how to write better. I think that this goes hand in hand with learning how to edit well.
Thursday, February 22, 2007
writing for pleasure
The set of readings for today seemed to focus on the intuition and the subjective feelings that a person experiences while writing. This seems like the perfect subject on which to be "self-indulgent." When reading the Runciman essay, I couldn't help nodding in agreement every now and then. There is a tendency for teachers and students to focus on the difficulties of the writing process and end up downplaying any rewards, especially the intrinsic rewards of "finding the right words" and such.
I think, sometimes, we are living in a culture that celebrates suffering. Sure, we are told to find whatever makes us feel good and fulfills us. But, there is also something wrong with being too happy, too perfect. No pain, no gain, and those lovely things. Anything worth having is going to require hard work. We all know the cliches. So, I think part of the problem with telling people that writing is fun makes it seem like that makes it sound easy. And, if it's easy, then we must not be learning anything. We forget sometimes that something can be fun but still require effort. Every time a person writes, that experience contributes to their knowlege. It's all about practice.
So, on this "self-indulgent" vein, I will say with joy, writing fiction is one of my favorite pastimes. Yes, it's hard work and I've been faced with writer's block many, many times, but some of my greatest personal rewards have come from telling my stories. I'm sure not everyone else feels this way about writing, but maybe that's because no one ever told them that they could write about how much they hate writing. Just a thought.
I think, sometimes, we are living in a culture that celebrates suffering. Sure, we are told to find whatever makes us feel good and fulfills us. But, there is also something wrong with being too happy, too perfect. No pain, no gain, and those lovely things. Anything worth having is going to require hard work. We all know the cliches. So, I think part of the problem with telling people that writing is fun makes it seem like that makes it sound easy. And, if it's easy, then we must not be learning anything. We forget sometimes that something can be fun but still require effort. Every time a person writes, that experience contributes to their knowlege. It's all about practice.
So, on this "self-indulgent" vein, I will say with joy, writing fiction is one of my favorite pastimes. Yes, it's hard work and I've been faced with writer's block many, many times, but some of my greatest personal rewards have come from telling my stories. I'm sure not everyone else feels this way about writing, but maybe that's because no one ever told them that they could write about how much they hate writing. Just a thought.
Saturday, February 17, 2007
the importance of the peer evaluation
We've spent a lot of time talking about writing in terms that we ourselves can't always define, such as "voice" and "flow." We also talked about process versus product, and the importance of each of those. I was beginning to feel like we were making circular arguments that wouldn't really go anywhere, because maybe there is no right answer. So, when I read the essay by Flower and Hayes on "defining a rhetorical problem" I started to see a light at the end of the tunnel. Finally, something concrete to say "this is what makes a good writer." The essay doesn't address every single problem, of course, but I was happy when I read it anyway. It states, very clearly that one of the problems unskilled writers have is choosing the right questions to answer when they write. It also says that "the ability to explore a rhetorical problem is eminently teachable." Lo and behold, writers can become better after all! It's a skill that can be taught and refined.
This is where, I believe, peer editing and workshopping are so important. In the essay by Perl, we learn about what kind of editing works and what kind doesn't. When Tony, the student being studied, edited his essay according to his process, he still managed to miss many errors and had "unresolved stylistic and syntactic problems." This shows that a person can have all the knowlege of grammar in the world, but still simply not write well. To truly improve, all the evidence seems to suggest that having outside eyes look at the writer's work is the way to go. Until way too recently, I had a strangely stubborn pride that kept me from sharing my drafts with anyone unless it was required as part of the grade. I insisted on doing it all myself, even when those mandatory peer review sessions and meetings with professors proved to be effective. Sometimes teachers are viewed as scary and jugemental. This causes them to miss out on good, constructive criticism.
The last of the articles, by Sommers, was by far the most eye-opening for me. I realized, this is what we need to be teaching. Students need to learn how to see their writing as something more than just words and sentences. A revision doesn't just mean finding a "better" word. Sometimes an entire idea needs to be reworked. This is one of my problems with my writing, actually, and so I am wondering how exactly one would go about "fixing" a paper by rewriting entire passages. Even the idea that "something bigger" is "off" is rather subjective. I suppose this is where peer reviewing comes in again. The way the experienced writers were describing their process shows the importance of beginning writing weeks before the deadline. Writing something and then leaving it alone for a day or two seems like an effective way to get some good perspective on the piece. It also seems that a writer shouldn't "fall in love with" the first way something has been said. As someone who has fallen into a lot of the traps described in this essay, I feel especially close to the topic and hope to hear everyone's thoughts on the proper way to revise a paper.
This is where, I believe, peer editing and workshopping are so important. In the essay by Perl, we learn about what kind of editing works and what kind doesn't. When Tony, the student being studied, edited his essay according to his process, he still managed to miss many errors and had "unresolved stylistic and syntactic problems." This shows that a person can have all the knowlege of grammar in the world, but still simply not write well. To truly improve, all the evidence seems to suggest that having outside eyes look at the writer's work is the way to go. Until way too recently, I had a strangely stubborn pride that kept me from sharing my drafts with anyone unless it was required as part of the grade. I insisted on doing it all myself, even when those mandatory peer review sessions and meetings with professors proved to be effective. Sometimes teachers are viewed as scary and jugemental. This causes them to miss out on good, constructive criticism.
The last of the articles, by Sommers, was by far the most eye-opening for me. I realized, this is what we need to be teaching. Students need to learn how to see their writing as something more than just words and sentences. A revision doesn't just mean finding a "better" word. Sometimes an entire idea needs to be reworked. This is one of my problems with my writing, actually, and so I am wondering how exactly one would go about "fixing" a paper by rewriting entire passages. Even the idea that "something bigger" is "off" is rather subjective. I suppose this is where peer reviewing comes in again. The way the experienced writers were describing their process shows the importance of beginning writing weeks before the deadline. Writing something and then leaving it alone for a day or two seems like an effective way to get some good perspective on the piece. It also seems that a writer shouldn't "fall in love with" the first way something has been said. As someone who has fallen into a lot of the traps described in this essay, I feel especially close to the topic and hope to hear everyone's thoughts on the proper way to revise a paper.
Wednesday, February 14, 2007
process
I had some issues with the readings on happenings. But with the readings on process, everything is starting to come together. I can remember charts in fifth grade describing how I should be writing my essays: brainstorm--> cluster--> outline--> first draft--> revise. So simple, so sweet, so stuck in my mind all these years. Granted, it's not a format I actually used all that much over the years, but I have always considered a variation of that process to be the ideal way to write a paper.
While reading the chapter by Tobin, it occurred to me that there might not be a completely wrong or right way to write. Everything has a process, a series of steps towards an end product. So, if the writing process is a means to and end, what, then is our end? A grade? The requirements and constraints of the college writing course, and even more so, high school English course, demand tangible evidence that students are learning.
But, setting that aside for a moment, it is clear that some kind of process for writing should continue to be taught. From the research, it seems that a writing process is innate. People have to think about the subject before they can write about it. And they have to go through a few revisions before the written piece is what they want it to be. The thing about writing is that, in a way, the project is never really completed. Most writers will always find a better way to say something even after the "final" draft. I can think of several stories and essays that I've written that I wish I could have continued to revise. But because of deadlines, the process has to end at some point.
There may be certain steps that have to be taken to produce the final written product, but I can also see how those steps don't necessarily need to be in any particular order. It is in the early "prewriting" part of the process that I can now see a better justification for the Happenings that we discussed earlier. If there is no fixed curriculum for a first-year comp course then the teacher should do whatever is necessary for her students to be inspired. I still think that grammar and structure should be addressed, as a foundation for the kinds of writing that will be done throughout the rest of the student's college career and his/her life. But it is becoming increasingly clear that personal writing is just as vital to students and shouldn't be put on the back burner just because it may not seem "academic."
The remaining question that I have now is, what to grade students on?
While reading the chapter by Tobin, it occurred to me that there might not be a completely wrong or right way to write. Everything has a process, a series of steps towards an end product. So, if the writing process is a means to and end, what, then is our end? A grade? The requirements and constraints of the college writing course, and even more so, high school English course, demand tangible evidence that students are learning.
But, setting that aside for a moment, it is clear that some kind of process for writing should continue to be taught. From the research, it seems that a writing process is innate. People have to think about the subject before they can write about it. And they have to go through a few revisions before the written piece is what they want it to be. The thing about writing is that, in a way, the project is never really completed. Most writers will always find a better way to say something even after the "final" draft. I can think of several stories and essays that I've written that I wish I could have continued to revise. But because of deadlines, the process has to end at some point.
There may be certain steps that have to be taken to produce the final written product, but I can also see how those steps don't necessarily need to be in any particular order. It is in the early "prewriting" part of the process that I can now see a better justification for the Happenings that we discussed earlier. If there is no fixed curriculum for a first-year comp course then the teacher should do whatever is necessary for her students to be inspired. I still think that grammar and structure should be addressed, as a foundation for the kinds of writing that will be done throughout the rest of the student's college career and his/her life. But it is becoming increasingly clear that personal writing is just as vital to students and shouldn't be put on the back burner just because it may not seem "academic."
The remaining question that I have now is, what to grade students on?
Monday, February 12, 2007
define "composition"
While reading the selections for tomorrow, I experienced moments of elation and confusion, back and forth, as I thought about what was really being said.
~stand in a corner and don't look at anyone.
~stand in front of the class and say "if i had the wings of an angel.
~go around the room and pat everyone on the back and say "it's all right"
And this mimics the chaos of our everyday lives?
I can see how some of the activities described make for a nice change of pace. But I can't help feeling that first-year composition should focus on actual writing and communication. Those who love to write in the first place will eat up whatever we throw at them. Maybe I'm being old fashioned-- or closed-minded?-- but the fact is that there are some first years who still have trouble with basic grammar, sentence structure, and organization in papers. And the informal writing used in texting and IMs and such doesn't help. Students need a place to learn and practice "formal" writing. We need to keep some kind of standard.
That being said, I thought that some of the activities described in the readings, such as the day of Silence were absolutley wonderful and brilliant for brainstorming and getting one's thoughts focused on writing. The reading on "freshman masks" was also good to think about. It kind of relates back to the idea of voice, although the more I think about that word, the more it seems that voice is something inevitable after all. "Developing" a "unique" voice might then just be removing the mask and writing whatever the writer feels, in words that he/she chooses.
~stand in a corner and don't look at anyone.
~stand in front of the class and say "if i had the wings of an angel.
~go around the room and pat everyone on the back and say "it's all right"
And this mimics the chaos of our everyday lives?
I can see how some of the activities described make for a nice change of pace. But I can't help feeling that first-year composition should focus on actual writing and communication. Those who love to write in the first place will eat up whatever we throw at them. Maybe I'm being old fashioned-- or closed-minded?-- but the fact is that there are some first years who still have trouble with basic grammar, sentence structure, and organization in papers. And the informal writing used in texting and IMs and such doesn't help. Students need a place to learn and practice "formal" writing. We need to keep some kind of standard.
That being said, I thought that some of the activities described in the readings, such as the day of Silence were absolutley wonderful and brilliant for brainstorming and getting one's thoughts focused on writing. The reading on "freshman masks" was also good to think about. It kind of relates back to the idea of voice, although the more I think about that word, the more it seems that voice is something inevitable after all. "Developing" a "unique" voice might then just be removing the mask and writing whatever the writer feels, in words that he/she chooses.
Sunday, February 4, 2007
voice
I sometimes say that, for a writer, I am rather bad at expressing myself. At least, out loud. So I am hoping that using this blog for 486 will help me to get those thoughts out that are hovering beneath the surface but that, for some reason, my mind insists on organzing into intro-body-conclusion format.
We were speaking of voice, and what some of you seem to agree on is that we maybe can't define voice, but we recognize the absence of it. When I look back on the readings, they don't really have much to do with voice. And that made me think that, maybe voice isn't as important as we all want it to be. I'm not out to define "good" writing, but the fact is, in terms of composition and writing papers for practical reasons, there has to be substance to the writing. I do not believe that voice can be taught. It is something that emerges in creative writing or maybe even just writing frequently. But a person can be taught how to organize information in a way that the reader will understand what that person is trying to say. And so, we (ENGL 486) as present and future teachers may talk about cultivating in students a love of writing and helping them develop their unique voice, but I think we all know that it will be the minority of students who actually get to that point. All we can do is give them a foundation, give them some concrete rules for producing solid papers and reports.
Maybe I'm being a little cynical. I've always enjoyed writing, but I have to admit that if my teachers hadn't encouraged me over the years, I probably wouldn't spend as much time on it as I do.
We were speaking of voice, and what some of you seem to agree on is that we maybe can't define voice, but we recognize the absence of it. When I look back on the readings, they don't really have much to do with voice. And that made me think that, maybe voice isn't as important as we all want it to be. I'm not out to define "good" writing, but the fact is, in terms of composition and writing papers for practical reasons, there has to be substance to the writing. I do not believe that voice can be taught. It is something that emerges in creative writing or maybe even just writing frequently. But a person can be taught how to organize information in a way that the reader will understand what that person is trying to say. And so, we (ENGL 486) as present and future teachers may talk about cultivating in students a love of writing and helping them develop their unique voice, but I think we all know that it will be the minority of students who actually get to that point. All we can do is give them a foundation, give them some concrete rules for producing solid papers and reports.
Maybe I'm being a little cynical. I've always enjoyed writing, but I have to admit that if my teachers hadn't encouraged me over the years, I probably wouldn't spend as much time on it as I do.
Friday, February 2, 2007
sample 1
*Sample Post*
Tell me a story
Tell me about being the last family on the block to get cable TV
Tell me about your first roller coaster ride
Tell me about that embarrassing middle name that you don't want people to know you have
Tell me a story
Tell me about your first week of college, which made you realize that you actually liked your mother's cooking
Tell me about drinking so much that you threw up, vowed never to do it again, and then proceeded to drink again the next night
Tell me about the best years of your life
Tell me a story.
*sample post*
Tell me a story
Tell me about being the last family on the block to get cable TV
Tell me about your first roller coaster ride
Tell me about that embarrassing middle name that you don't want people to know you have
Tell me a story
Tell me about your first week of college, which made you realize that you actually liked your mother's cooking
Tell me about drinking so much that you threw up, vowed never to do it again, and then proceeded to drink again the next night
Tell me about the best years of your life
Tell me a story.
*sample post*
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