E) What Adaptations Do You Need To Make For Impromptu Writing

Furthermore, according to Duncan Carter’s article, Five Myths About Writing, “Years of well-intentioned English teachers have responded to students’ first drafts as if they were supposed to have been perfect. Combined with a pedagogy which suggests that revision is a form of punishment, it is not hard to see where students get the idea that good writers don’t have to revise” (Carter, 82). Growing up, high school teachers make it seem as if revising and editing your paper is the worst thing ever. Any student who worked long and hard on their assignment and turned it in to get revised, would hate to receive a paper back with nothing but red marks and errors written all over them. This initially gave people the mindset of forgetting about editing their work if all it did was tear them down and point out their mistakes.

By examining the ideas in the essays Freewriting by Peter Elbow and The Makers Eye: Revising your own manuscripts by Donald Murray. One can gain a better understanding of the process of turning a piece of writing from an inspiration into a craft. By examining the elements lined out in each essay can be beneficial in creating a piece of writing that is beyond a college or student level. Elbows essay lines out the importance of a strong prewriting regimen. That editing too early can ruin writing. He believes that by using the method of free writing, it can inspire ideas that may be limited when worrying about grammar. While Murray emphasizes the necessity to create many drafts to form writing into its full potential. Saying each draft is an opportunity to discover what the author has to say and they the best way to say it. By transforming writing into its maximum potential it goes from being an idea an inspiration a masterpiece.

Downs & Wardle’s “Teaching about writing, Righting Misconceptions: (Re) Envisioning “First Year Composition” as “Introduction to Writing Studies” talks about several ways to refer to writing and our response to it. As well as the misconceptions students have towards the proper way of writing and how they have managed to break the “college writing” stereotype and discover their own way of writing.

The studies revealed that the student writers considered revision to be almost entirely of rewording alone; Sommers describes them as being “governed” by the need to reduce redundancy and superfluity, as the students based the success of their compositions upon the selection and rejection of words. This is unparalleled in the thoughts of the experienced, adult writers, who generally described revision as a process of reviewing or even “discovering” the semantics of their writing. Rather, instead of being predisposed to the lexicon level of their piece of writing, experienced writers are more concerned with the form and shape of their arguments that in which build the framework of cohesive ideas into well-developed

In the article Teaching Writing as a Process Not Product by Donald M. Murray, Murray argues that writing is a process of discovery not an end product. Rather than being criticized for a “perfect product” by the teachers, student should be provided with an environment of creativity to explore and discover. Murray states that many teachers focus on the end product rather than teaching students the process of writing in order to receive a better product. The writing process has three stages of writing which include: prewriting, writing, and rewriting. In the prewriting stage, students should take about 85% of their time dedicated to the writing process. Prewriting includes strategies such as daydreaming, note taking, outlining, and lead-writing. Next is the writing stage where it should take about one percent of a student’s time. The writing stage is where students produce their first draft. Finally, it is the

These are the automatically computed results of your exam. Grades for essay questions, and comments from your instructor, are in the "Details" section below.

item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing, conventions reading standard 1.0 --word analysis, fluency, and systematic vocabulary development vocabulary practice vocabulary quiz reading standard 2.0 -- focus on informational materials how to fix a broken chain rules of the road: bike safety tips reading standard 3.0 -- literary response and analysis quiz: "broken chain" through the text: story map, dialectical journals, focus questions, etc. writing standards 1.0 & 2.0 -- strategies and applications autobiography evaluation writing strategies standard 1.0 & language conventions standard 1.0 daily oral

a. Is there some section that clearly lets the reader know what subject the composition is about and what the writer’s purpose is? If so, where does this section begin and end? In this section, can you find an answer to the central question that the text has been written in response to, or can you find an indication of the text’s central argument?

“The Novice as Expert: Writing the Freshman Year” reflected my writing experience while I transitioned from elementary writer to a critical writer. Sommers and Saltz write, “freshmen need to see themselves as novice in a world that demands ‘something more and deeper’ from their writing than high school” (Sommers and Saltz 134). This line highlights the hardship that most students face when trying to write successfully. My earlier written works were much weaker than my current pieces because I often wrote for the sake of passing the class. While developing my writing, I focused on the new ideas that were introduced rather than limiting my argument to familiar techniques and ideas. Because of my new attitude towards writing, I began to demand

From elementary school to high school, I was taught that my writing had to be structured and follow strict criteria. After I arrived in Mr. Mukherjee’s ENG 102 class, I was given the opportunity to express my creative freedom through words and graphical pictures. It can often be difficult and challenging to improve upon my own writing abilities unless motived with an idea in mind. When looking back on my time at ASU, I thought about the goals that I wanted to address for myself and the course goals that my instructor had set for the class. These goals include ones that I had accomplished to the best of my ability and ones that I need to address as well as improve.

I observed Dr. Jenny Crisp’s English 98 class on January 19, 2016. The class began at 12:15 PM and lasted until 1:20 PM. The room that the class met in was on the third floor of the Liberal Arts building, and the room had individual computers for each of the students to work on. The class was divided into two sections on this day because Dr. Crisp had scheduled an introductory visit to the writing lab, which began at 12:45. Prior to the visit to the writing lab, Dr. Crisp guided the class in a discussion on the topic of revision in regards to the first paper that the class had submitted. The stages of revision were discussed and the students were shown where additional help could be found within the book. Dr. Crisp told the students that the reason that their grades on the essays were significantly lower was because the essays were lacking in detail and had Type One errors. She stated that revision is important and that could help bring up the grades on the essays.

Some elements of writing (development, organization, style) fit task, purpose and/or audience; others are mismatched.

Undergraduate programs in recent years have become more and more specialized and there is a lack of diversity in the writing styles taught in writing classes. This has led to students being less prepared to enter the workplace and less qualified than the people who know the writing style of the specific job.

Now looking back, Brittany feels that her past teachers never allowed her to read or write that really excites her or something that amazes her, only stuck to the old black and white planbook, causing her to slowly construct the idea to only put half the blood and sweat into the work and could care less about the grade. For example, when she was in the eighth grade or the eleventh grade, there was a mandatory Writing Assessment for every student in that was in either those grades. “I can remember getting prepared and prepped up for weeks, and was reminded every day to make at least a four or higher to pass the Writing Assessment. The teacher would give us instructions on how to construct a three idea essay and how to construct a “hook” sentence and how to construct a strong thesis statement” Brittany stated. But for Brittany the Writing Assessment consist more than just the main three ideas or the “hook” sentence or a strong thesis statement, to Brittany it had more to do with taking those three ideas and have the ability to argue those ideas and stating what she needed the readers to

The strengths of assessing a piece of writing this way would be that it feels so nice. I am only looking for the positive aspects, and I think a student would appreciate seeing all of these “gems” comments. Also, I am to see the strides that the writer is making. I am actively seeking out what he or she is doing well. I think this is beneficial for me to see because it helps show me that there is always good(positive) in every piece of writing. The limitations of assessing a piece of writing this way would be that the errors are being overlooked. When I’m searching for only the “gems”, I’m leaving behind the incorrect ways that a student might be writing. In the future, a writer could possibly continue to make the same mistakes because he or she was never told it was a mistake.