My Writing Process

I am a huge procrastinator. I typically begin writing the day (often the night) before. I require a relatively quiet place with a little background noise. I often start at the library and move to my house once the library has closed. An excessive amount of caffeine in the form of Diet Coke is consumed along with Sour Patch Kids candy. This deadly concoction of sugar and caffeine is an essential component of my writing process. However, the most important part of my writing process is the pressure of an impending deadline.
I hate my writing process; it leaves me exhausted. If any were to evaluate my writing process they would more than likely suggest that I start earlier maybe even complete an outline. Unfortunately, I need the pressure in order to write. An early start typically leaves me staring at a blank computer screen trying to rewrite my first sentence over and over and over again until it is perfect. The pressure of an impending deadline is necessary for me to get overcome the first sentence and a desire for perfection. My writing is never going to be perfect. I idealize what I think my writing could be resulting in writer’s block and many futile rewrites. Time constraints allow me to overcome this hurdle and begin to write.
My writing process is not quite as terrible as I have depicted it. Although I don’t develop outlines I do engage in a lot of pre-writing. Prior to sitting at my computer I have done all of my research ant thought a lot about my argument and the information I plan to use to support it. I think I could improve my writing process if I could do some actual pre-writing. An outline referencing all of my supporting research could definitely make the writing process smoother. I will have to try and see what happens.

Do I have a voice anymore?

After reading Peter Elbow’s How to Get Power through Voice I wonder: Do I have a voice anymore? The article advocates free writing exercises in which you forget about an audience but I wonder: Is this practical? It seems to me that we are always writing for some audience. Right now we are writing for our professors, thesis committees, dissertation committees, and various journals. Our success depends on how these audiences perceive our writing.

I absolutely agree with Elbow when he says that the “reason people don’t use real voice is that it makes them feel exposed and vulnerable”(3). My voice is often suppressed by fear of rejection. Unfortunately, this often results in an inability to express ideas. I will sit at my computer and destroy an idea in an effort to sculpt it in terms of “academic voice”. Something as simple as blogging is extremely difficult. If I didn’t believe that I had at least some semblance of anonymity I probably would not be so free with my opinions and ideas. Even as I write this blog I am considering who is going to read it and how they (meaning you) will respond to it. I am not entirely sure that free writing exercises are going to be able to break this wall down or even if it is worth trying.

As current or future teachers Is it really important to teach our students to find their voice or is it more important to teach them how to write in an “academic voice”? Is it possible to teach multiple voices? At this point in my life I feel the “academic voice” is more important.

Take 20: Should Composition Be The FIrst Class We Teach

For most of us our first experience in teaching has been or will be teaching writing. Then as PhD. Students we move on to literature based courses. This arrangement (at least for me) seems to suggest that teaching freshman composition is easier than teaching sophomore level literature courses. I have personally never taught either course and therefore have no actual experience to draw upon. However, I was extremely surprised to hear from experienced writing teachers that they found teaching a writing class to be very challenging compared to other courses. I find it extremely interesting that we start graduate students off by teaching writing courses. Is this wise?
Nancy Sommers said the most inspirational thing I have ever heard in regards to teaching. She said: “I need to create the fiction for that one hour that this is not a required course. this is a course they wanted to take more than any other course they could take that semester”. I can’t imagine how drastically this would change the environment of the classroom if we all took this approach towards teaching.

Why do we teach first year composition?

Teaching first year composition can be tricky. A first year composition class brings students from various majors and educational backgrounds together. I believe that the main reason we teach first year composition is to create a standard or bar that all students must meet or surpass in order to obtain a degree. The value of a composition course is often lost on the students who enter our classrooms. Every major and every field requires some sort of writing whether it is writing lab reports, business reports, business letters, legal briefs or even something as simple as an email. Each instance reflects on the individual thus acquisition of something resemble decent writing is essential.
As first year composition instructors our main goal should be to ensure that the individuals who pass through our class can first of all write a coherent sentence. I am not proposing a formalistic approach to teaching or grading but in order to effectively communicate ideas students must have a grasp of writing within the context of Standard American English. The ability to develop and effectively support an argument should be our next focus. Correct writing means nothing without effective content. Writing can be an effective environment for learning. First year composition courses should serve as an artificial environment for learning effective argumentation. Failure in the “real” world can be more detrimental than failure within the classroom.

Teaching Philosophy- What I believe

As I mentioned in my previous blog my teaching experience is very limited. However, when I reflect upon the roles teachers have played in my life and what they have contributed to my education I know what kind of teacher I want to be. My objectives are centered on the student. I want to increase critical thinking and assist the student in developing analytical and problem solving skills. Acquisition of facts can be of some use but only if the student can apply that knowledge. I believe that developing critical thinking, analytical and problem solving skills is the most important part of a teacher’s job. I believe that being able to apply knowledge is just as important if not more important than acquiring knowledge. The goal of education should be to create well rounded individuals. The purpose of education is not to produce human computer who can spit out useless facts but to create individuals who can take the wealth of knowledge they acquire in school and apply it to the real world and real life situations.

Teaching critical thinking, analytical and problem solving skills requires moving beyond traditional ideas of teaching. Traditional teaching theories will only create individuals who can spew the facts and dates they were required to remember. If we want to create a different type of student then we need to be a different kind of teacher. In order to accomplish this I believe it is necessary to move away from the traditional teacher-centered teaching methods to a student-centered teaching method. I believe it is more important to focus on the needs of the student as opposed to those of the administration. Critical thinking, analytical and problem solving skills cannot be taught through lecturing. Students need to be actively engaged in the subject matter. Group work will be a much more effective method. Students should be active and responsible participants in their own education.

Students traditionally learn what is on the examination. However, it is difficult to test a student’s ability to apply information. Projects and assignments that challenge student’s ability to apply information are better indicators of academic achievement. Teachers also need to be measured according to a similar method. Aptitude tests and standardized tests are not the best method for measuring a student’s ability nor are test scores the best method to measure teaching ability. Teaching is one of the most important jobs. Everyone must interact in some manner with an individual who occupies some sort of teaching role. It is paramount that the individual be as effective as possible so that the student can be the best he or she can be. No matter what subject I am teaching I believe that imparting these skills to my students is paramount to their eventual success.

I have described what kind of teacher I want to be and what I want to impart to my students but how does this directly relate to teaching Composition? Composition courses are often filled with freshman college students. Teachers of composition are often manning the front lines. It is the first opportunity some of these students have to acquire these skills. In addition to acquiring these skills students have an opportunity to develop their communication skills. Acquisition of critical thinking, analytical and problem solving skills are essential for success in any field.