by Terry Heick
This is a fast post that came to my mind by writing – well, writing on writing.
I was thinking about ways to use technology to help students improve their writing and I realized that you were and again, I was thinking of processS writing and how crucial it is for the quality of everything the writer remains at the end.
Big writing begins at the beginning, whether with an idea or a need or purpose of the social context or a spark of inspiration. Whatever “provokes” that writing begins – what is formulated there at first is a bit like a piece of clay. Without this clay, little could happen and the quality of this clay counts; Its texture, its purity and its coherence and its global makeup have a lot to say about what it is capable of producing. In large part, what you can create with this clay depends on the quality and quantity of this clay.
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But even more important than clay is what you do with it. It is a process of formatting and reshaping. It is a question of vision and perseverance as much as inspiration and talent. The quality of events and sequence Events after this initial piece of clay are stronger than the quality of the class itself.
Because writing is procedural and mechanical, skills and strategies and habits and tips, etc. are all extremely important. Writing is often considered a question of inspiration, talent and love and fiction and narration and great words and style, but the truth is that these emblematic “things” are a product of skills and strategies and habits and tips – and the state of mind that they “re -applied with.
The purpose of the writing process
In other words, the writing process itself is everything. It does not need to be used in the same way every time and it is another conversation for another day and I only mention it briefly because the worst thing you can do is read this post, Then to grow the `diligence of the writing process” The gorges of potential writers / students who only need to believe that they can write and have the opportunity to do it with expert, quality and timely comments To guide them.
All this brings me to the title. Instead of classifying the end result of this process (the finished process), note the quality of use by this student of the writing process – ideally according to their specific strengths and weaknesses and the mission of the mission of writing itself.
Because in the end, the objective of teaching writing is not that students have created a lot of quality writing in your class.
In fact, the objective of teaching writing is not even being able to use the writing process. On the contrary, the global objective of teaching writing is to create in each student the tendency to write – the belief that writing is precious and that they are able to write.
With this established, writing teachers can then cultivate the habit and the tendency to use a form of writing process that works for this student.
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Then, in a perfect world, the student can be trained to create a quality writing that achieves a clear goal with a clear audience and, hopefully, improves his life and the world that surrounds them in a way along the way .
Using the writing process
The use of the writing process takes years of practice because the production of great writing requires constant vision and refinement. This forces the writer to understand what he is trying to say, then to say it in a way that produces an effect on the world. Research, organization of ideas, structure of paragraphs, phrase, diction, punctuation, rooting of rules, tone, literary devices – Using these ideas to communicate complex ideas is difficult work.
This is why writing is less an activity and the more a process that does not look like the scientific process. Although we can for professionals, it would not make sense to note that children were science by the accuracy of their data. On the contrary, their ability and tendency to use the scientific process to test theories and collect data would be much more important.
For amateurs in many areas, the process is much more important than the product.
If these objectives (or those like them) are at least partly true, then a viable alternative to the students’ rating is to note if The written student and how The student uses the writing process itself in a way that makes them sense.
And in a way that shows the property of this writing process that will last a long time after leaving your class.
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