Eng. 5020

Dr. Zamora

Writing Theory & Practice

Blog 4

 

“Pass and Future Writing Processes.”

 

New century progresses to new lessons to learn.  Scholars are weighing in on suggested changes on the teachings of writing.  They have engaged in a " suggestive picture of large- scale changes on the discipline by looking at two volumes published twenty years apart, each designed to introduce novices to alternate ways to teach college writing" attempting to improve student's writing skills. It is totally clear that the “paradigm shift “is increasing the evaluation of the process. Most of the “scholarly bibliography surveys” can improve some students writing. Cultural studies is being promoted by many scholars. Although " most scholars who examine a CCS course ethnographically or narrate such a course of their own go out of their way to say the teachers are careful not to indoctrinate students. Students are "free" to write their papers from any perspective they choose. They have only to make a thoughtful case for their position" to earn passing grade. (Fulkerson)

I am a huge fan of expressionism it "places writers in the center, articulates it's theory, and develops its pedagogical by assigning highest value to the writer and her imaginative,  psychological, social, and spiritual development and how that development influences individual consciousness and social behavior. Expressivist pedagogy employs freewriting, journal keeping, reflective writing, and small group dialogic collaborative response to foster a writer's aesthetic, cognitive, and moral development. Expressivist pedagogy encourages, even insist upon, a sense of writer presence even in research-based writing. This presence-"voice" or ethos whether explicit, implicit, or absent, function as a key evaluation criterion when Expressivist examine writing" I totally agree with Faulkner. Expressionism also engages the passion in the writer allowing them to reflect on their “greater self-awareness greater insight, increased creativity, or therapeutic clarification of some sort" resulting in great writing.

Great writers also need to consider their readers it “compels readers to listen seriously" encouraging them to read more of their writings.

The teachings of writing according to the teacher’s accumulative learnings. Student’s takeaways will be what they are comfortable with and agree will engage their students and freewriting skills. Although teachers will always encourage their process. All learnings has some benefits to some students.

Eng. 5020

Dr. Zamora

Writing Theory & Practice 

Blog 3

                                                   "Writing Comments on Students' Paper"

I am not a teacher. I have yet to experience the teachings of writing or having to comment on


student's paper. Although I have experience the feelings of being "apologetic and vulnerable" when


handing in my paper to a teacher to be graded. I totally agree with the students' reactions to their


teachers " necessary short" comments on their papers.


 

I agree with Bean's when he writes "to improve our techniques for commenting on our students'


papers then, we need to remember our purpose, which is to not point out everything wrong with the


paper but to facilitate improvement" when encouraging students. That purpose is not always


expressed by some educators.  I also agree with his writing regarding "to point out what the writer is


doing well. Positive comments build confidence and make the writer want to try again" which will be


 part of my teaching process. (Bean)

                                                              "Response to Writing"

A tracher's  response is essential to the structure of most students final draft.  Comments that "


suggest ways of making improvements ( Ferris, 2003). Second, they prefer comments that explain


why something is good or bad about their writing" to direct students in a   comfortable direction. (Beach, 1989)

From a students point of view structure and direction encourages creativity. 

To be given a writing assignment without any corrective comments on the first draft from the


educator leaves very little room for improvement and direction . I  agree that some " students often


simply comply with what they perceive their teacher wants them to do in order to obtain a good


grade, although the teacher's suggestions may  not help them improve their writing"  suggesting their


 lack of interest in being a writer. Fortunately peer review assist in correcting some concerns. Without


 the educator's collaborative agreement on the first draft a student may become unsure of their final


draft.

Eng. 5020

Dr. Zamora

Writing Theory & Practice 

Blog 5

 

 

“Evaluating Future Writers”

Did I get it right? Is one of the questions most students ask when they request someone to review their writings?  When we, the reviewers, review someone's paper " We do not know of any definitive way what constitutes thoughtful commentary or what effect, if any, our comments have on helping our students become more effective writers"  as we evaluate what may be their best work. The first draft definitely needs commenting on because it gives assurance to directions and structure. Without it a student may not be sure if he comprehended the directions correctly. So they rely on comments to “create the motive for doing something different in the next draft" with permission.  It also gives the student a choice of “which of these comments the students choose to use or to ignore when revising" their second draft or final paper.  Encouraged comments are is important   ”Without comments from readers, students assume that their writing has communicated their meaning and perceived no need for revising the substance of their text” and will turn in their paper with anxiety. Not confident of earning a good grade. I agree with Nancy Sommers when she writes " There seems to be among teachers an accepted, albeit unwritten canon for commenting on student texts. This uniform code of commands, requests, and pleadings demonstrates that the teacher holds a license for vagueness while the student is commanded to be specific" regarding their instructions.

 

Passion is our voice! I agree with Peter Elbow when he writes “Voice is an important dimension of text and we should pay lots of attention to it. Everybody has a real voice and can write with power. Writing with a strong voice is good writing. Sincere writing is good writing. My voice is my true self and my rhetorical power" and I will always write my truth. Part of my truth is "The goal of teaching writing is to develop the self" by increasing my personal growth. Common knowledge is “To learn to speak or write better, we need also to work on being a better person" as we increase our writing skills.  Writing gives me a window to my soul and allows me to express myself. When I write I go on a journey to a peace place in my mind. I speak naturally which is why I think Peter makes a great point when writes “We can now see that a writer must disguise his art and give the impression of speaking naturally and not artificially. Naturalness is persuasive, artificially is the contrary; for our hearers are prejudiced and think we have some design against them" when we are only speaking our truth.




My idea for the group project is for everyone to write about a funny experience they had in college. I suggest that we post it on Facebook or twitter so other students can get a laugh when they are having a bad day. I think it will be great to lift someone's spirit when they are trying to increase their personal growth.

Hope Wilson 

Eng. 5020

Dr. Zamora

Writing Theory & Practice 

Blog 2

 

 

                                             The Many Ways of Teaching:

                                  Composition, Process, and the Product

 

The learned product has given birth to numerous great writers. For some students being introduced to the product and not the process has given them great rewards. Some students that are interested in writing will adapt to the product and research the process.  Everyone has “to equate one's view of the process with the overall aim of an approach" towards their desired outcome. (Fulkerson) The students who are not interested in writing will write to earn their desired grade. To the teachers “look at your composition program with the realization you are teaching a process, you may be able to design a curriculum which works” without teaching a product. (Murray) I have embrace the concept that all” students should understand the relationships among language, knowledge, and power", but unfortunately it is not always the end result. Encouragement is always part of the teaching regiment and is successfully achieved.

 

Dissecting great writers encourage the student's will to explore and immolate.  Educators “can dissect and sometimes almost destroy Shakespeare or Robert Lowell to prove it” as the students learn literature. (Murray) When reading students get to engage in mastery work that encourages peaceful moments. Students also get to experience joyful soul searching. Writing from the heart expands one's creativity as they explore adventurous settings.

Learning composition in the twenty first century is the accumulation of life learned lessons. It consist of numerous teachers concept of composition and their ability to immolate their accumulative life learned lessons and teach it in the time allotted. The perception is " what students wanted and expected from a composition course in college conflicted with what teachers using a critical pedagogy were mostly interested in: " first -year students typically enter composition with an idea of writing and an understanding of what they need to learn about writing that are dramatically at odds with the views and approaches of the teacher” causing conflicts with some traditional expectations. (Fulkerson) When exceptions are not met true writers will research their desired process.