Writing About Writing By Elizabeth Wardle And Doug Down

I really liked the last paragraph of the essay when Bullock talked about how he got a gift from his grandmother, just as mine got me an important one. The biggest moment to me in the essay was when Bullock asked for the menu when he was at the restaurant because it showed that he was able to order for himself, instead of his parents ordering for him which showed that he had a lot of power at his age. Bullock is able to get power because instead of having to order on a kid’s menu he is able to order for an adult’s menu. This is the main reason my he was so connected to his grandmother because she has taught Bullock how to do so many things that kids his age would not

Some of the top advice given to writers is to read prolifically. The more well-read a person is, the more they will intuitively understand what good, effective writing is. Moreover, good writing begins with critical thinking and careful consideration. Curiosity and open-mindedness aid in the endeavor and allow an author to think broadly about a subject. Careful reasoning allows a writer to logically organize information and thoughts and relay them in a compellingly clear way. In “College Writing and Beyond,” Anne Beaufort talks about how strong writers draw on five knowledge domains to produce good work. These five domains are: discourse community knowledge, writing process knowledge, subject matter knowledge, genre knowledge, and rhetorical knowledge. It is important to understand and consider what discipline and discourse community you will be speaking within in order to fashion your ideas into a well-received written contribution. Understanding effective writing processes and critical revising methods grants a writer greater ability to create succinct, effective, and enticing text. Understanding genres enables a writer to know what conventions of writing are expected of them and which best suit their purposes. Rhetorical knowledge facilitates the clarification of a text’s purpose and supports reader

It is essential to understand that classes taken in grade school do not give students a full understanding of each subject. With the topic of writing, there will always be a new lesson to learn, an aspect to improve, or a differing way to explain. Author Craig Vetter states in Bonehead Writing, “This is your enemy: a perfectly empty sheet of paper. Nothing will ever happen here except what you make happen.” Each story, essay, or response comes from a writer’s experiences. With each attempt at a new piece comes an underlying story of emotions the writer is facing. Each person’s writing is unique and the ideas people have are related to their past experiences and what they believe to be familiar with when deciding which writing style to use. As a high school student, I have learned many things about writing that helped me become the improved writer I am today, but the most essential advice I have received is practice makes perfect. Although there is no actual perfect way of writing, I have discovered that each essay I write, my writing improves. It is easier to spot mistakes, find areas to improve, and ponder elevated word choice to use.

The article “The Writing Revolution” by Peg Tyre is a piece which aims to address the problems in school systems often associated with the way in which writing is taught to students. Tyre’s article conveys the different arguments presented in the course of teaching writing to students, which have been shown to be on opposite sides of the creative and analytical spectrum. These different perspectives of how to build the foundation of writing for the children of America as well as other countries are backed similarly on both sides, though the debate still continues. “The Writing Revolution” instead of focusing on all aspects of writing, highlights the effectiveness of analytical fundamentals over that of creative writing in helping to

After examining “Shitty First Drafts”, by Anne Lamott, and “Write before Writing”, by Donald M. Murray, each writing process has some good prospects. Anne Lamott is a little crazy, but passionate writer that can really surprize you. In Anne Lamott 's article “Shitty First Drafts”, she believes that any writer should write a shitty first draft, and that’s how anyone ends up with a better second draft and a “terrific third draft” .Lamott declares in order to be good, the writer needs to first allow for the words and ideas to come flowing out without restriction. Donald M. Murray, an English Professor, that has a different writing process, wrote an article “ Write before Writing” . He explains, Students who are not

In my English 1010 class, I have learned to do a number of things through writing essays. I have written a Literacy Narrative, a Discourse Community Analysis, and a Writing Research essay. Firstly, I have learned to identify how an author’s purpose, audience, genre, and context determine effective writing. The purpose of the literacy narrative was to help me understand myself better as a writer (Jones 1). My teacher was the intended audience of the narrative. The genre of the narrative was non-fiction by cause of it being about my experience as a writer. The context of writing made my writing more interesting and more effective. Knowing those elements helps you to compose writing that is more effective due to you needing to know what you need to write about and who is receiving your writing. I displayed these skills by going into detail about my experiences with reading and writing through my life. As shown in the following sentence from my literacy narrative I shared how fun and exciting it was when my second-grade class received the opportunity to write a book, A Book of Future Astronauts, “Everyone in the class was truly excited to be writing our own book,” (Writing is Good).

The composition classes that I attended advocated the students’ profound examination of the texts formulated by other individuals. It also challenged the students to write their ideas using other people’s creative ways to identify similarity. Doing that means that the scholars obtain a broad exploration of the writing craft. This idea drives me into assessing Birkerts’ model of argumentation and writing. Birkerts says, “The first step requires at least that the language can reach the reader, and that the word sounds and rhythms come alive ...” (Eposito, par. 2). His statements focus on the writing acting as a tool for offering an appropriate opportunity for the readers to

Hoffman says that the process of writing is one of the ways to help people evolve in their views. I have witnessed my own views evolving due to my revising process. For instance, when I write an essay I make a diagram of everything I want to say and start writing it, then I proof- read my work and I change things to sound more educated and proper for my standards.

Writing in college is often a huge transition for incoming freshman that do not have a very good writing background. I came from a high school where education was not taken very seriously, and the teachers did not take pride in their teaching. My grammar and punctuation skills were weak, and the whole thought of writing a four to six page essay was a very stressful thought. At the beginning of the semester I had already learned more in writing then what I had learned in my whole four years of high school. I have passed essays two and three and have started to see my writing skills progress as the semester goes on. The progress I have made throughout the semester is why I feel I should pass this course. I have learned proper grammar, developing paragraphs, and my incorporation of sources has improved to back up my writing.

A construct is a flawed argument stated on something that seems natural, but when questioned, you realize it is not. The topic of whether writing is natural is a construct in itself. I believe that there is more that goes into when writing and that writing is not natural. So many things come into play when writing and learning how to write. Not everyone writes the same so teaching multiple people how to write in a way to better them individually can be difficult. I never really realized this, until I reach the college level and took the Rhetoric and Composition class that made me see the difference between “how to write” and “what is writing.” The transitioning from high school to college has opened my eyes to much more then just a linear learning experience.

In the fall of 2016 I was enrolled in Susan Mills Comp. II course. During my time in this course we were tasked with several major assignments that were planned so we meet the student learning outcomes for the writing program. Some of these writing outcomes are 1.) Students use the writing process to compose with purpose, creating multimodal texts for various audiences, and 2.) Students productively interact with their peers, often in small groups, in the reiterative processes of feedback, revision, and editing. Throughout my time in this course I not only had a satisfying learning experience but enjoyed my time in Professor Mills’ course as well.

The composition classes that I attended advocated the students’ profound examination of the texts formulated by other individuals. It also challenged the students to write their ideas using other people’s creative ways to identify similarities. Doing that means that the scholars obtain a broad exploration of the writing craft. This idea drives me into assessing Birkerts’ model of argumentation and writing. Birkerts says, “The first step requires at least that the language can reach the reader, and that the word sounds and rhythms come alive ...” (Eposito, par. 2). His statements focus on the writing acting as a tool for offering an appropriate opportunity for the readers to have the best

Throughout my life, writing has been a positive influence. Writing was a coping mechanism and it truly helped to form the thoughts I wanted to say, although I was never able to verbalize them. Reading and writing were not pastimes until the sixth grade, when I learned that I had a hidden talent for writing journals. The teacher gave the class an assignment— to journal about what our perception of a typical day was. The writer within came out in the paper offered, and the teacher was elated with what I had written. All I needed was that little push from that assignment, and my love for writing took off. I was also interested in reading (more so then, than now).

One of the points most often overlooked by many is the assistance that writing provides in communication and reading skills. Being able to articulate one’s ideas clearly and concisely is an important skill for both writing and speaking as “both focus on skills acquisition in transforming ideas into words by developing, organizing, supporting, and presenting arguments” (Dallimore 2). Knowing how to effectively convey emotion and adapt to different audiences in different settings can help a student become a better communicator even after leaving school. Apart from improving speech, “reading and writing are both functional activities that can be combined to accomplish specific goals, such as learning new ideas presented in a text… they draw upon common knowledge and cognitive processes… both communication activities” (Graham and Hebert 12). Reading and writing complement each other and allow ease of subject comprehension. When students develop good writing skills the understanding of texts will come more easily

Academic writing is believed to be cognitively complex. Cognitive models have tended to define students’ writing in terms of problem-solving (cf. McCutchen, Teske, & Bankston, 2008), and problem-solving has been conceptualized in terms of information processing. The contemporary cognitive process in composition is heavily influenced by Flower and Hayes(1981)’s Cognitive Process Model, which advocates for the evaluation of text in terms of the underlying function with respect to the goals. Bereiter and Scardamalia (1987) likewise call for a goal-oriented process in writing. They employ the Cognitive Process Model to distinguish novice writers and skilled writers. Recent studies revealed the use