Step by step. Day by day. Fresh start over, different everyday...

My writing process differs from assignment to assignment. My writing process for this blog can be summed up in two words: spontaneous writing. I never really think about what to write. I just write. I like this form of writing because it just flows directly out of my head and I don't have to worry about the content because I know that it all connects...even if it is an abstract connection. 

For writing a paper, whether it is a term paper of even a simple analysis, I have a completely different writing process. There are so many "prerequisites" that apply to my writing as a process. Here's some of my rules:

• have to write on college ruled paper
• Easy Touch pen and a mechanical pencil
• music (instrumental only)
• comfy clothes
• I will write usually in the afternoon/evening
• research everything first; sit with complied notes
• have rough outline...extremely rough, written out
• Must have a really well worded introduction (hardest part for me)
• must write on actual paper first before typing in Word
• Apartment has to be clean
• Alone

My pre-write generally consists of research and then highlighting the similarities, if any, between my sources and start from there. But prior to that I have to develop my thesis. I have gotten more and more picky about how specific my thesis has to be. Bulleted notes often accompany my pre-writes. 

The actual writing can take place in about a 24 hour period. Depending on the length of the paper and the amount of my research it could be more or less. My actual writing also contains the process of me typing the written words onto the page. I also consider this part of my re-write because I change the wording and correct my mechanics as I type my paper. I listen to how the writing sounds as I type it out. I know that I lack in the area of re-writes. I don't do it enough and I focus mainly on the content rather than the grammar, which is the opposite of what most people do, I think. 

Process in the classroom is CRUCIAL. Being a writer does not happen in a day. It takes practice. Years of practice in fact. I believe that in the classroom you can begin to form a habit within the student to where they will always see any type of writing as a process. I think it is highly important to tell them that writing is a process and not just lead them blindly down the road of "writing process."

I'm singing...I'm in a store and I'm SINGING...

For some reason the film Elf came to mind when I started to think about voice. The scene where Buddy the Elf is in the department store with Jovie. He starts singing just because he likes to sing and he is trying to show Jovie that if you love to sing you shouldn't worry about what other people think. To me, in some weird, ultra-psychotic, parallel universe, this connected to the idea and thoughts behind voice and made complete sense...go figure...?

I see voice as the point where a writer is comfortable with the way he/she automatically puts thoughts into words. This won't happen when a student is still learning the basis outline of writing. Instead I think it happens once a foundation of what writing is and what writing can accomplish that this next stage can occur. Liking the way the writing sounds in your head can help the way it comes out on paper. You find a way of expressing yourself that is normal and not forced. And here is the great aspect about it...you can use that very "voice" and mold and shape it into the different styles of writing. Whether it is an academic paper, an application, or an email to a close friend, your voice can shift and be a viable tool to you, but only if you are comfortable enough to play around with it. I think that is why I am such a huge fan of journals and free writes and exercises that play with the creativity of the mind. A foundation does NEED to be present though. Rules need to have been explained and theories mentioned, at least. I don't think one can just stumble upon his/her authentic voice. I think that it comes with practice and with knowledge of the way language works.

Projectile Thoughts...

Frustrated. I suppose that is the only word to describe the way I feel about the freshman writing system here at Tech. As a student in 5060 where we are trying to learn how to teach writing and discover what writing actually is so that we are prepared for the infamous 1301/02 courses, I feel somewhat cheated. First of all, I am (well appalled is too strong of a word...how about discouraged) discouraged by the fact that all the freshman writing courses are being taught by MA/Ph.D  students. STUDENTS! People who have not received their full degrees yet! Does that seem strange to anyone else? Knowing this it is no wonder that there have been questions as to how well the freshman learn writing on through their senior year. I understand that teaching in a classroom is the only way to gain experience. But why have an inexperienced student teach freshman writing techniques when the graduate student themselves are attempting to perfect that very process? When a student is obtaining their credentials for secondary education they are required to student teach. They are assigned a master teacher and are slowly acclimated to the classroom and to teaching by themselves. Why not do it this way in a college setting? You not only get the experience but you also have the guidance of a master teacher, well in this case professor, who can help sharpen your skills and your presentation. This leads me to another point...why aren't any tenured professors teaching freshman writing? At the university where I received my BA, ALL the freshman writing courses were taught by tenured and associate professors. This gives the freshman almost guaranteed success. (Yes, I did say almost because not every professor will produce a class of student who write flawlessly...I understand that). Another aspect of the freshman writing course at my undergraduate university was that the professor would teach on a specific subject; a subject that they had profound knowledge in and had a passion for. They would then provide writing assignments for the students situated around the subject or field of study. If it is done this way at Tech, there would be no need for it to be so structured and closed off. The students could still learn about paraphrasing and summary but in a less tedious way. The professor could then encompass multiple learning styles and schools of writing throughout the semester. Is it really cost efficient, not only financially but also in regards to the student learning capabilities, to operate a system in such a way that Tech does? 

Thoughts?

Questions?

Concerns?

Bashings?

To teach or not to teach...

I am almost upset with the fact that we place first year writing under the English discipline. I would almost rather it be labeled something along the lines of General Education 100. Please, keep in mind that I said "almost" in the above sentence. I do understand that this course fits into English because the mode in which it is taught, but to have it strictly be taught by English professors/TA's and kept within in the English department, does a disservice. But, that is not the question so I will move on. 

First year writing should be taught for the simple reason that it NEEDS to be taught. With the amount of freshman that enter into a four year university, one cannot possibly believe that they will all be on the same level of writing efficiency. As their professors/graders, we have no clue as to what they were taught in high school about writing, grammar, analysis, etc. To have EVERY student take this class, it gives the students a level playing field because they are all taught the basics of writing and critical thinking. Yes, some students may be beyond the basic level, but that is when you can challenge them to hone the skills and produce high level papers even if they are in an introductory class. 

To say that a freshman writing course is not needed within a university would be similar to me saying I don't need air...ok, a little much I know, but you get the point. FYC gives the tools to continue writing in any discipline. It gives the students that opportunity to structure a lab write up, to analyze a work of art, to form a proposal and the list can go on and on. Just because the class is listed as an English course does not mean that we are only teaching them how to write for an English seminar. Communication in any discipline contains the written word. If, as a student, you don't know the fundamentals of writing then any type of communication you try to start will be disregarded. Exemplary writing skills can give you credibility in who you are as a scholar. Not offering freshman writing would be doing a disservice to the students as a whole.

My three important concepts of composition have developed out of what I want in my own writing. Understanding. Organization/Presentation. Voice.

Let's start with Voice. The majority of freshman that walk into a freshman comp classroom have never been asked to write...they have been told to. They are told to write a 5 paragraph essay describing the symbolism of Orwell's 1984. By dictating when and how to write, most students become robots of writing. A routine. Finish a book, write a paper. Read a poem, analyze its structure. What I find critical in composition is the ability to find and strengthen your own voice as a writer. This develops primarily through free writes, journal writing and creative writing assignments. Finding one's own voice can be challenging and frightening at first. The complete lack of supervision and guidance, can create a literal writer's block for many students. This, I believe, helps students to see that writing does not always have to be an entity that is forced upon you. It can be used to express oneself. But it is this unobstructed way of teaching that will help them develop a voice, and hopefully, with practice, and strong voice filled with authority. Once the student has found his/her own voice, you as an instructor can teach them how to channel their voice into different types of writing. 

To create that authority a student in a composition class needs to have the understanding and the knowledge of the subject at hand. A piece can be beautifully written with and inviting voice and flawless mechanics, but if it doesn't pertain to the subject, or worse, is incorrect, than that writer has lost credibility with the audience. Teaching students the importance of research and questions can help improve the student's writing. Writing with authority means giving substantial, and correct, evidence to your audience demonstrating your well researched knowledge.

Lastly, but definitely not the least important is organization/presentation. I believe these go hand in hand because when a paper or a piece of writing is not organized the presentation of that work is faulty. Back up your argument with unshakable evidence. Create a flow within your paper that takes the reader smoothly from one idea to the next. Teach the students that organization does include drafts, revision, and knowledge of mechanics. Without these the flow of the paper is interrupted by mistakes that would not be present if the writer and fully prepared the work.

There are many other aspects that are important in composition and I am sure that I will shift my thoughts throughout the years to match my students' needs, but these are relevant throughout the writing process and will help students become successful writers. 

All the intro stuff...

Well, lets see what would you guys want to know about me...

Rachel's Factoids:

• From California
• 21 years old
• In the MA program for English Literature (would like to specialize in Victorian Lit: Gothic novels)
• Received my BA from Azusa Pacific University in '07
• Lived in Camden, NJ for the past two summers working with Urban Promise
• I can make a bicycle horn noise with my mouth...[insert shrug and a grin]
• I proudly admit that I am a Tolkien fan, born and raised.

Other than that, feel free to come and talk with me...I love meeting people!