1. (understandings are temporal) (Sommers 84)
So much of the problem vocalized in Sommers's article, I believe, is an issue of translation: moving ideas from oral to writing requires the clarification of subtext and meaning. Toward the end of her article, Sommers mentions how experienced writers acknowledge the recursive nature of writing, especially, and so see the writing process as multi-staged and self-reflective.
How could we break down essays in conversation? What type of activities, workshops, lessons, et cetera could help students translate and clarify their ideas?
2. Bishop mentions Lillian Bridwell-Bowles's essay encouraging stylistic diversity--specifically inspired noting feminist ways of challenging "traditional models of argumentative writing" (182). Among these "diverse discourse[s]": Personal/Emotional Writing; Breaking the Boundaries of Textual Space; Language Play; [Writing] Not [as] the Mythic White Woman; Breaking out of Linguistic Prejudice; [Writing that Challenges] Class Barriers, Sexual Orientations [And Acknowledges or Encourages] Different Composing Practices (182).
Consider using these characterizations as writing prompts. How might such in-class writing exercises challenge writing preconceptions? Do you think this might free up students to play and experiment with genre and writing conventions?
Hi, Zach,
ReplyDeleteIn answering your first question, I think a combination of self-reflective activities along with group work could be a good way to help students to "break down their essays". Oftentimes we have so much going on in our heads about projects that simply sitting down and reflecting on the meaning and intention of a work in a few short sentences can help with centering ourselves. In addition, working in groups and discussing one's work vocally can help to synthesize information and get things together in that sense. I think using those two strategies help to engage different types of learners as well as engage different parts of communication and therefore help students to address steps in revision without even realizing they are revising.