BQ1 - What is Good Writing 9/6/23

Writing One: Good Writers Always Follow My Rules (Darfour and Ahern-Dodson, BI)

Writing Two: Good Writers Must Know Grammatical Terminology (Rule, BI)

Why I chose these readings: 

These readings intrigued me because of their contrarian view on rules within writing. The idea was always ingrained in me that writing needed these rules and when I write I need to follow them. These articles challenge that, and that piqued my interest. 

Summary: 

Good Writers Always Follow My Rules is a piece meant to challenge the strict manner in which we are often taught to write in schools. It breaks the idea that we need to follow every rule we are taught in order to be good writers, and perpetuates the narrative that we as writers can bend the rules to create our own style. Not just adhere to others. Good Writers Must Know Grammatical Terminology follows in similar footsteps, challenging the role of grammatical knowledge in professional writing. The passage makes use of studies detailing that in the long run, the teaching of grammar in a technical format does not help all that much. As well as, as people, we have a tendency to fall into our own grammatical structures regardless of technical rights and wrongs. 

Prompt One:

These readings truly resonated with me. English has always been my weakest subject, and when I have tried to have fun with writing by exploring it as an art form, my papers always came back to me with lower grades. Instructing me to adhere to certain rules, and to take the style out of the paper. Stating that academic papers do not need style. To which I still disagree. The two readings spoke about developing oneself as a writer. Not simply how to be the best writer and get the best grade, which is what I feel, as students, we have always been taught to do. I prefer bending the rules and trying to forge my own path, these readings encourage that by showing us that in order to be a good writer it is more important to be substantive than following the rules perfectly. Personally, I truly enjoyed the passage Good Writers Must Know Grammatical Terminology because the technical side of grammar is something I have always struggled with. I have difficulty remembering the terms of rules and techniques, and I do my best to write out of feel. In response to the idea that grammar assists in developing our day-to-day use of writing the author Hannah J, Rule states (Rule, BI pg. 152):

Conscious, definitional knowledge of grammatical terms simply doesn’t impact processes of writing. Doing language in our everyday lives—crafting a meaningful text message to a crush, or penning an elegy for a departed family member—isn’t influenced by deliberate, memorized rules about the right form of who or whom. It doesn’t have a thing to do with knowing when you’re writing a noun or a participle phrase. That is, it doesn’t reflect how individuals come to know and perform language.

Rule shows that in the end all the memorized rules do not matter, and that all that does is writing from the heart and using words in a meaningful way. Reading these two passages has further reinforced my want to develop my writing as an art and to not worry about the academics that tell me to follow the rules blindly. 

Prompt Six

These readings teach valuable lessons to up-and-coming writers that I feel is not taught in mainstream education. Teaching young writers to use the rules to guide themselves, but to not live by them, is something that could be beneficial to be taught in a high school level English course or even an introductory level collegiate English course. Breaking the habit of living by the rules early on can only help young writers in finding their direction in this art form. Teaching a course about free form/creative writing and having these texts included very early one would be helpful for students to see that it is okay to bend the rules in their writing, and they are allowed to explore this medium creatively. Another valuable lesson that could be taught in conjunction to these readings is that rules are options, and sometimes the right option doesn’t always work. According to Monique Dufour and Jennifer Ahern-Dodson,“When writers treat options as rules, writing can actually become more frustrating because the writer insists on abiding by the rule, whether it works or not.” (Dufour, et al. pg 121.). Breaking the notion that we need all the rules all the time can free writers, allowing them to build their own repertoire of phrases and options. Teaching those interested in writing lessons like this as soon as possible can only set them up for success.


BQ2 - What Do Good Writers Do? 9/13/23


Writing One: The Composing Processes of Unskilled College Writers 

Writing Two: Shitty First Drafts 

Why I chose these readings:

I enjoyed these readings because they took an alternative view on the writing process and how we as writers should go about it. Shitty First Drafts talks about the writer themselves as they begin the writing process and building their works, and The Composing Processes of Unskilled College Writers talks about how people who are generally regarded as poor writers create their work. Both of which I found interesting as someone who does not regard themselves as a “good” writer.

Summary:

Shitty First Drafts dives into the self perception of our own writing. Discussing how as writers we often do not feel confidence in ourselves early on in the process, coming to the conclusion that feeling bad about our writing is okay and that all we need is to understand it will get better. The Composing Processes of Unskilled College Writers talks more about how people perceived as bad writers write and what their process is. Detailing how they have a process that allows them to create, it is simply not typical and not widely understood. 


Prompt One: 

For this prompt, I would like to talk specifically about Shitty First Drafts. To say this reading was relatable was an understatement. I felt such a strong connection to the experiences the author Ann Lamott spoke about, she detailed her experiences feeling so unconfident in her works during its early stages that simply resonated with me. The quote, “Almost all good writing begins with terrible first efforts. You need to start somewhere. Start by getting something — anything — down on paper.” (pg.90 Wardle, et al.), symbolizes the creative process regarding writing and quite frankly anything we as people produce. The first stages of anything is always rocky and ugly. This reading made me feel more comfortable with my lack of confidence in my writing, as well as other art forms I like to indulge in. It is helpful to build confidence in new writers to know that, yes, even writers who get paid to write still feel like their work sucks sometimes. 

Prompt Five:

The question I would like to ask the class is based upon The Composing Processes of Unskilled College Writers. The question being:

In her study, Sondra Perl dives into the writing process of unskilled writers, breaking down how they create and think. In this process, she came to the conclusion that, “The students observed had stable composing processes which they used whenever they were presented with a writing task.”(pg.107 Wardle, et al.) Understanding that even unskilled writers have a replicable process in which they write, how would you as a student define your own writing process?

I feel this could be an interesting question for students that could cause them to dive deeper into understanding how they write and compose. Whether that writing is creative or academic, understanding how we write is invaluable and could help students create a smoother writing process.

Works Cited:

Wardle, E., & Downs, D. (2022). Writing about Writing (5th ed.). Macmillan Higher Education. https://macmillan.vitalsource.com/books/9781319486518

BQ3 - What is Creative Writing? What is Academic Writing ? 9/27/23

Writing One: Creative Writing is a Unique Category (Alexis, BI)

Writing Two: Excellent Academic Writing Must be Serious (Theune, BI)

Why I chose these readings: 

I enjoyed that both of these readings focused on breaking boundaries. Personally, I have always enjoyed injecting creativity in all of my writing, so to be able to read two passages relating to that idea resonated deeply with me. Especially since they both tackled the topic from two different directions. 


Summary:

Creative Writing is a Unique Category focuses on the idea that creative writing is not what we think it is, it is more than that. The author pursues the narrative that all writing is creative writing and breaks down the notion that more structured writing isn’t creative. Encouraging our day-to-day writers who don’t think of themselves as artist to throw that away and to take pride in their work. Excellent Academic Writing Must be Serious tears apart the idea that comedy cannot be in academic or serious writing. In this essay, the author discusses the importance of developing a unique style and including a piece of yourself in your writing. Supporting the idea that creativity and a little comedy can go a long way in developing oneself as a writer. 

Prompt One: 

Excellent Academic Writing Must be Serious truly struck a chord with me. I found myself constantly in my high school English classes trying to infuse comedy in my writing, but over and over again I was told not to. Comedy often isn’t seen in school writing, and even when we do it is limited. This quote from the text touches on this:

And should they happen to acknowledge the existence of something like comedy in good writing, they often allow it for momentary purposes, as a way to punch up some otherwise ponderous prose, say, or to show with a touch of ethos that the author indeed is a real person. But that’s it—two or three titters, and your humor limit’s reached. (pg182, Theune, BI)

Even when we see comedy in school writing, it is few and far between. I feel we should teach students to infuse themselves in their writings. They should make jokes, take risks and have fun. They shouldn’t be punished for that. It is so refreshing now to take writing courses where individualism is encouraged and celebrated and not met with red marks on my paper. 

Prompt Six: 

If I were to teach the concepts spoke about in Excellent Academic Writing Must be Serious and Creative Writing is a Unique Category, I would start in a high school English class by having them write an academic essay but with some form of creativity included in it. Whether it is comedic writing, creative nonfiction, or even using visuals in a creative way, I want students to feel like it is okay to express themselves when writing in a school setting. As stated in Creative Writing is a Unique Category, “One sphere of writing is marked off as creative while others are de-valued.”(pg188, Alexis, BI). I want to break that notion, we need to teach students that academic writing can be creative and should be valued. I think many students see writing assignments and simply do it, then forget about it. Perhaps if we allow students to have more fun with their school assignments, they will be more engaged and eager to learn. 

Works Cited: 


Ball, C. E., & Loewe, D. M. (2017). Bad Ideas About Writing. The Digital Publishing Institute.

BQ4 - What is the “Writing Process” 10/11/23

Writing One: Formal Outlines are Always Useful (Milligan, BI)

Writing Two: Did I create the process? Or did the process create me? (Straub, WAW)


Why I chose these readings: 

I liked that both readings focused on the writing process and how we as students are taught to develop our writing. It resonated with me when the readings spoke about being forced to use certain aspects of writing in school and whether or not it was right, because I often found myself questioning whether it was worth it. 


Summary:

Formal Outlines are Always Useful speaks about the experience as a young writer being taught to use a formal outline and whether it is actually useful or not. Through the course of the reading, the author comes to the conclusion that no it is not useful, and they shouldn’t be forced upon students because not every student needs one. Did I create the process? Or did the process create me? is about Jaydelle Celestine and his experience reflecting on the development of his writing process and the writing techniques he uses. Focusing on the important characters in his life and large moments that started his writing career. 



Prompt One:

I enjoyed reading Formal Outlines are Always Useful because I always felt the same way about the uselessness of formal outlines. I simply do not write the way we were taught to in school. I prefer writing more fluidly. Writing to me is art, and I have always described my art as pulling on an invisible thread. Whenever I create I pull and pull on that thread, not knowing what is going to come out, but feeling so strongly that something good is there, and it is worth pulling on. Formal outlines simply do not do that, and I feel we just don’t talk about how to work with students with unique writing styles enough. 


Prompt Five:

After reading Did I create the process? Or did the process create me? and taking in Jaydelle’s personal story about how he was inspired to be a writer, I began thinking about my own and how I always had my head stuck in the clouds thinking about worlds not of our own. I would like to ask the class this question, “Who and what has inspired you to write and create?” I love learning about the development of someone’s skills and passions, I also feel it is important to reflect upon and understand why we do what we do. I feel this question is an excellent way to do so. 


Works Cited: 

Ball, C. E., & Loewe, D. M. (2017). Bad Ideas About Writing. The Digital Publishing Institute.

Wardle, Elizabeth, and Doug Downs. Writing about Writing. Available from: Macmillan, (5th Edition). Macmillan Higher Education, 2022.


BQ5 - What is Rhetoric? 11/1/23

Reading One:  Rhetoric is Synonymous with Empty Speech (Roberts-Miller, BI)

Reading Two: Rhetoric: Making Sense of Human Interaction (Grant-Davie, WAW)

Why I chose these readings:

I chose Rhetoric is Synonymous with Empty Speech because I wanted to challenge my understanding of what rhetoric was and how I understood it. I chose Rhetoric: Making Sense of Human Interaction mainly because I was intrigued by the title. After reading Rhetoric is Synonymous with Empty Speech I couldn’t help but feel the humanity attached to rhetoric. So I wanted to dive deeper into that thought and break down our habits and uses of rhetoric in our daily lives. 

Summaries: Rhetoric is Synonymous with Empty Speech, breaks down our traditional ideas of rhetoric. Pushing the idea that there are different types of rhetoric and that rhetoric is not always bad. There is good rhetoric. We must simply choose to use a good version of rhetoric.  Rhetoric: Making Sense of Human Interaction, talks about how we use rhetoric in our daily lives and our traditional understandings of it. Challenging our basic thoughts about the term and introducing us into a new light in which to view it.

Prompt One: I found Rhetoric is Synonymous with Empty Speech very interesting, because I always thought of rhetoric as simply the use of persuasive language, but after reading I find that I was very incorrect according to the author, “Rhetoric is what we layer onto the proposition. Or, as the old saying goes, “Rhetoric is clothing on the idea.””(Roberts-Miller, BI, pg.8). To my understanding, rhetoric is almost the swagger of a sentence. It is how we construct our phrasing and our intention behind it. It is not as simple as the Edenic world would like, but because of how we as humans think we need rhetoric. Rhetoric is what we mean and how we express ourselves through writing. It is not simply us trying to persuade the audience. It is more than that, I interpret it as almost a footprint of our humanity on our way of language. 

Prompt Five: In relation to Rhetoric: Making Sense of Human Interaction, I found myself asking the question. How do I use rhetoric in my speech and writing? So I would like to pose the question to the class. How do YOU use rhetoric in your speech and writing? Is it how you initially thought rhetoric was prior to encountering these readings, or did these readings widen your understanding of what rhetoric is, and do you use it more often than you think? I love forcing myself to analyze my patterns of behavior, and the opening paragraphs in Rhetoric: Making Sense of Human Interaction that contextualize the five different ways we commonly view rhetoric made me start to think about how I view other people’s use of rhetoric, and then subsequently my own. 

Works Cited: 

Ball, C. E., & Loewe, D. M. (2017). Bad Ideas About Writing. The Digital Publishing Institute.

Wardle, Elizabeth, and Doug Downs. Writing about Writing. Available from: Macmillan, (5th Edition). Macmillan Higher Education, 2022.


BQ6: How are Reading and Writing Connected?

Reading One: Reading and Writing are Not Connected (Carillo, BI)

Reading Two: Reading is Not Essential to Writing Instruction (Barger, BI)

Why I chose these readings:

I chose these two reading because of how closely the two are connected. Each reading focuses on the importance of reading in relation to writing and how we can better prepare students to be a better reader and writer when they enter both the social world and the professional world. 

Summaries:

Reading and Writing are Not Connected talks about the connection of reading and how it affects our writing and vice versa. Discussing the importance of having a strong education on how to read and how imperative it is in shaping our ability to process information. Reading is Not Essential to Writing Instruction talks about how often it is for teachers to focus on teaching their students how to effectively write rather than how to effectively read. The essay discusses the importance of teaching children how to read and think critically, rather than assuming it is a passive skill. 

Question One:

While reading Reading and Writing are Not Connected I couldn’t help but see so many similarities in the results of people who do not often read and how the majority of people consume news and media. This quote about students not being taught to read critically caught my eye, “These students might blindly accept whatever comes their way rather than actively engaging ideas, asking questions, and seeking out multiple perspectives.”(Carillo, BI, pg.38). I feel so many people currently take many articles and simply believe them, without really thinking about them deeply or fact checking them. This could be a direct result of not being taught to read critically at a young age. Perhaps if we were to teach our students very early on how to read critically, then when they are ready to vote and tackle political issues they will be better prepared to analyze varying issues. 


Question Six:

This answer is in response to Reading is Not Essential to Writing Instruction. If I were to implement a lesson plan on how to read critically and apply it to writing, I believe I would like to do it at a collegiate level. Perhaps at a 200 level course, a course based around reading both creatively and academically and then having students break down the author's intentions, messages, and techniques they used while writing. I believe a course dedicated to critical reading would be very helpful to an early on undergrad because it would give them the tools to further understand the media they consume while also giving them the analytical ability to think critically about differing academic and political articles. This could then be tied into higher level courses that focus on research writing and using various sources to compile a large piece detailing the intricacies of various subjects, like science, history, or english.


Works Cited: 

Ball, C. E., & Loewe, D. M. (2017). Bad Ideas About Writing. The Digital Publishing Institute.