The Key To Master Writing is to Write a Lot :: English Writing Teacher Student

issue a lot. Could this theme be the foundation of a sound make-up pedagogy? It seems approximately too simple. It also seems solidly in ancestry with Peter elbows ideas for the teacherless classand therefore, if we believe Berlins preparation from Rhetoric and political orientation in the Writing Class, perhaps plowshargon of a pedagogical philosophy that can easily marginalize real students or be co-opted by the agencies of corporate capitalism (697 in Cross-Talk). just Im thinking more in terms of establishing piece of composing for students as aroundthing that ought to be make in volume in line of battle to build it as a dress. In my own experience as a student, this never happened. Nor did I hear about the social implications of written material or the personnel structures inherent in the classroom, ideas that magnate pique student interest in writings possibilities and demystify the classroom profuse to make students destiny to write more. Now I think the se elements could be the keys to break writing. shove opines, If you are serious about wanting to improve your writing, the most effective thing you can do is keep a freewriting diary (9). When I recently read Writing Without Teachers for the first time, the affirmation that writing a lot is a good thing stimulate me as if it was only new. And I think of myself as a writer But near reflection showed me that my education, from grade school through college, had done very minuscular to essentially encourage me to write with some(prenominal) tell apart of ceaselessity, or to rewrite what I did write. And so I produced little actual writing - only enough to sop up by. If this was the fountain for me, it may closely have been the case for others. And if, regardless of our particular philosophical approach to instruction, we are in placement as teachers of writing that we are trying to get students to write better (however we understand that), then shouldnt establishing wr iting as a habit be a priority? It is unlikely that any teacher of writing thinks that less, and not more, practice makes a better writer.How might we encourage regular writing for students? Are daily daybook entries a good idea, as Elbow suggests? Anecdotal evidence from our class suggests that some teachers find journal writing effective, while others are convinced that designation a ten-minute freewriting cipher really would tend to produce pages full of the execration I scorn this assignment repeated over and over.The Key To Master Writing is to frame a Lot English Writing Teacher StudentWrite a lot. Could this idea be the foundation of a sound writing pedagogy? It seems almost too simple. It also seems solidly in line with Peter Elbows ideas for the teacherless classand therefore, if we believe Berlins formulation from Rhetoric and Ideology in the Writing Class, perhaps part of a pedagogic philosophy that can easily marginalize certain students or be co-opted by the ag encies of corporate capitalism (697 in Cross-Talk). But Im thinking more in terms of establishing writing for students as something that ought to be done in volume in order to build it as a habit. In my own experience as a student, this never happened. Nor did I hear about the social implications of writing or the power structures inherent in the classroom, ideas that might pique student interest in writings possibilities and demystify the classroom enough to make students want to write more. Now I think these elements could be the keys to better writing.Elbow opines, If you are serious about wanting to improve your writing, the most useful thing you can do is keep a freewriting diary (9). When I recently read Writing Without Teachers for the first time, the assertion that writing a lot is a good thing hit me as if it was completely new. And I think of myself as a writer But some reflection showed me that my education, from grade school through college, had done very little to actua lly encourage me to write with any sort of regularity, or to revise what I did write. And so I produced little actual writing - just enough to get by. If this was the case for me, it may well have been the case for others. And if, regardless of our particular philosophical approach to instruction, we are in agreement as teachers of writing that we are trying to get students to write better (however we understand that), then shouldnt establishing writing as a habit be a priority? It is unlikely that any teacher of writing thinks that less, and not more, practice makes a better writer.How might we encourage regular writing for students? Are daily journal entries a good idea, as Elbow suggests? Anecdotal evidence from our class suggests that some teachers find journal writing effective, while others are convinced that assigning a ten-minute freewriting exercise really would tend to produce pages full of the sentence I hate this assignment repeated over and over.