The process of writing is recursive, asking authors to return again and again to their ideas and expression of those ideas, a process many resist. While these cases do differ slightly from most street art simply because they are exceptionally culturally significant, and in the case of the wall historically significant, too, they are still useful as examples in this debate. Sommers points out that students have a tendency to think of writing as merely transferring ideas from their heads to the paper, instead of a process of thinking about information. If they don't find one, that's okay! It doesn't matter because I can revise it and revise it over and over again and it will never be absolutely perfect. After the rewrite, students ask themselves a series of reflective questions: What did I write in my second attempt that is strong? By meeting face to face with a student writer, the instructor and the student can better articulate questions.
Summary Nancy Sommers comments upon revision. Perhaps this is not a fault of the school system, just a tendency of young writers that they must be encouraged to avoid. Some spots might be a quick fix or change, and other spots may need a bigger revision. In the essay, Sommers refers to student writing as having predefined meanings that limit their writing. With a small section of their writing, students first look for a word they remember choosing carefully, putting a start nearby to show it off. Sommers then compared the revision strategies of students with experienced writers. Although it is just a belief and not regarded as a true statement to me it makes an impact on society and gives other people who think the same way to excuse themselves from similar actions.
I ask major theoretical questions of my ideas, respond to those questions, and think of proportion and structure…I find out which ideas should be developed and which ones need to be dropped. When we read a good summary of Zinczenko's article, a writer not only mentioned a. According to The Student Writer Canadian Edition, there are four sound procedures one can use to revise their work. Would an ending that summarizes information be a good choice? They can change a little or a lot but they make sure it still connects to the sentence before and the sentence after. The only difference as described by Sommers though is that writing can actually be revised and speech cannot. Using strong words is the way she gets her point across to show how it is a problem. Or maybe they realize they jump from one part to another too quickly.
Sommers dissaproval of the linear model and dissatisfaction for the lack of attention of revision lead her to conduct a study. Episteme as used by Porter was a new word I encountered as I read. I like free-writing to gather my thoughts and define my meanings, then use my predefined meaning to direct the rest of my writing. I believe that I have a couple of strength in my English courses. Close reading as suggested by Gallop might sound like a good technique that induces more to learning, but I can't say it can be done all the time for it is time-consuming. Overall, Sommers concludes that student writing differs from experienced adult writers because students use a linear structure instilled in them by their teachers and experienced writers continually revise to discover a deeper, more focused meaning behind their work. After having discussed the question our group concluded that the most probable cause for teachers going over the linear model is that it is easier for them to teach and for the student to master.
However, for experienced writers, the revision process is never-ending. The purpose of Sommers' article is to point out to the reader how students view revision and how experienced writers portray revision. Everyone has their own process of revising and some may work better than others but I really think that the way that one students revises does not depend on studies that have been done on numerous students, it depends on which strategy works with that one student. Putting serious effort into revising can quickly become overwhelming, but when balanced with just a bite-size chunk of their draft, it's much easier for students to be in the right frame of mind. Experienced writers go beyond the after idea and include revision in the drafts rather than using revision after they write their drafts.
Each step has a different objective. Although, I think that she should've mentioned some of the differences student writers and experienced writers had amongst them in order to demonstrate if it still proved her argument right. For any parts they stumble on, get stuck on, or even have to pause at, they underline them , thinking of them as rough spots that need smoothing out. She ends her essay with a call to encourage student writers to see writing as a discovery process, as a repeated process of seeing, and then seeing again. For there is no objective world.
The writers of the nineteenth century used to incorporate these themes into their work and produced many enjoyable short stories which proved to be very popular… let you know my thoughts about how much this class has enabled me to grow as a writer and student. Mentor texts can be any piece of literature whether book, poem, essays, or newspaper articles that students can turn to for examples on exemplar writing. Have I chosen the right place to start? Currently in the United States there are very few laws that do govern art, and amongst those that exist it is quite ambiguous as to whether they can be used in respect to street art. She explains that student writers always feel the need for constant revision and when they revise they mostly use methods such as deletion, substitution, addition and reordering. . The models are linear and separate the writing process into stages.
Now I realize that's what the draft is about. Transitioning from high school to college level writing is a challenge that is perpetual as a student expands their erudition of writing tactics, writes about different topics, and reflects… English 0110 and English 1011, I have accomplished a lot of goals that I thought were unattainable. Even before having read the analysis of student writers and experienced writers, I concluded that experienced writers would obviously have better revision techniques. She also focuses on why students revise in a certain way, and what causes the issue. Without looking back at the chosen section, students rewrite it. Reflecting back, it would have been better to fail the course and repeat it to absolutely understand the basic foundation of that class. This is not the case with experienced adult writers, who actually go deep into the revision process.
It is differences like these that helps Sommers realize that the remedy for student writers is to look at their work through their own eyes and focus on the meaning of their work rather than vocabulary and linear methods. Revising is always looking at the bigger picture, concept and meaning of the assignment. Description: College Composition and Communication publishes research and scholarship in rhetoric and composition studies that supports college teachers in reflecting on and improving their practices in teaching writing and that reflects the most current scholarship and theory in the field. They just mark the margin for now and let their partners continue reading. Synthesis Sommers works by trying to show student writers what their mistakes are and helping them become aware of them. Each one jives really well with a one-column rough draft format, which you can read about in my post called. She refers to the first group as student writers and the second as experienced writers all were from Boston University and the University of Oklahoma.