Rejection of Current Traditional (writing as noun) (Final Thoughts (Amy…
Rejection of Current Traditional (writing as noun)
Writing as Verb
Is it actually that different from Process?
Writing as activity, but not a formulaic activity
Writing as social, public, interpretive, situated
Emphasis on mentoring and tutoring students with their writing
: The cognitive view tries to understand how the student writes.
: Writing about Writing " engages in an interrogation of writing and literacy"
Making meaning is dynamic, it involves a combination of exploring, clarifying, collecting, combining, reading and writing. Generate, restructure.... like building and remodeling a house
: The social view looks at the ethnography and the sociology of science to write in contexts.
: Community impact on language and literacy
: Writing must be understood in the context of power
What is it?
in their writing
describes it as one "designed to help students engage in their writing, to develop self-efficacy, confidence, and strategies for meeting the challenges of multiple writing situation" (226)
What is the process view? The organic nature of the composing process.
Emphasis on pre-writing and re-writing
Teacher as " coworker"
Avoid emphasis on the final product (
's autopsy metaphor)
Focus on the "how" of writing, the process rather than the product
urges writing instructors to talk less: “When you are talking, he isn’t writing. And you don’t learn a process by talking about it, but by doing it” Linnea G.
"If we can teach students about risk on a more social level, especially in relation to rhetoric, perhaps they will be able to apply composition more effectively beyond the comfort of the classroom. " Megan R.
1) Writers write more than we can read (I was so happy yet disbelieving when I read that); 2) writers have to want to get better (true but doesn’t help much); 3) the course should be based around “how” questions (prompting, not direct); and 4) digital writing is not going anywhere. Amy Y.
: Wait to grade; as soon as the paper is graded, students think the process is done.
Neo-Expressivism: use the self as “a site of invention and a catalyst for change.”
What is an expressivistic view?
Personal expression.The writer discovers the self through language + the reality of language in the cognitive + the social view. One who learns about self and reality through past texts. (Invention and inward study, writing to sort out ideas, not a linear process)
Uses writing that students can relate to (social media, hip hop)
craft, mechanics, rituals, logistics of process
Roeder & Gatto:
Students are at the forefront
Burnham & Powell:
“highest value to the writer’s imaginative, psychological, social and spiritual development, and how that development influences individual consciousness and social behavior” Greg D.
: Essential qualities defined as integrity, spontaneity and originality.
"Kairos" the way of teaching the subject. The focus is on the writer and audience. This perspective can be messy and even non-rational.
"I'm particularly struck by the passage where she mentions teaching students to ask questions about relevant details and emotions when writing a personal narrative."
Writers need to make choices for their audiences
"...this method helps students to understand the multiple methods available in the writing process." Megan
Begins with personal, relies on relations among language, meaning-making, and self-development
Teachers need to connect with students on an individual level
, "writers must want to write"
's three dimensions of "personal": language, topic, thinking
: Voice empowers individuals
: Writing needs to matter to students
"Literacy is negotiated, adversarial, collaborative, intimate, public, and lived."
Writing connects us with the world
: Writer shifts from participant to spectator fluidly and frequently
Overlap of Process & Expressivist
Learner as writer is at the center of the pedagogy.
: Expressive and cognitive movement to one of a social view of the writing process. Essential qualities defined as integrity, spontaneity and originality. The cognitive view tries to understand how the student writes. The social view looks at the ethnography and the sociology of science to write in contexts.
: Three types of process: Expressive, Cognitive, Social
“How [will] the possibilities for individual expression be affected by major technological changes in progress?"
How do we emphasize the importance of expressive writing to our students, while still adhering to standardized metrics and curriculum?
Where do we put Elbow?
How do we better teach process?
: "oftentimes, pedagogies are oversimplified to the point of becoming shadows of their former selves."
I have to say in most of readings, I saw myself and my own teaching philosophies shining through. Interestingly though, these have developed slowly over time after being taught certain expectations of writing.
A penny for your thoughts...
Although it is sometimes difficult to see the similarities between these two different pedagogies, I think that with careful consideration, we can blend the two for holistic teaching. "As we reflect on our teaching, we are also practicing process. We are focusing on the process of our teaching, just as we are trying to teach our students how to move through the writing process." Megan R.
"Regardless of how many terms you pile onto the ideas of writing and process, writing needs to be at the center of your classroom—and, ultimately, teaching and writing are defined by that classroom and context in general." Amy Y.
"perhaps a student who is required to keep a journal for their composition class will find this practice beneficial on a personal level, and will subsequently continue journaling once the class is over." Linnea