Option 1: Reflecting on Your Experiences with Writing
“Students often resist writing and writing teachers, and such resistance can be either healthy or unhealthy.... For example, with hours of drill on lie/lay and sit/set, tests on the eight comma rules, fill-in-the-blank questions about the ways to develop a paragraph, five points off for every misspelled word, students are probably right to resist such mindless “drill and kill” exercises often associated with being taught to write.
“Of course, usage, punctuation, paragraph development, and spelling are important in writing well, but we think that students realize that heavy emphasis on these issues by teachers often deflects attention from what students are thinking and saying.
“Unfortunately, schooling sometimes teaches students that the teacher is the enemy and that school work is irrelevant and alien to their concerns.”
—Art Young and Beth Daniel
“I am a writer today because I believe that I would never have been able to make this kind of sense of my life and my world if I hadn’t kept at writing and kept at it for my own reasons and my own purposes. That’s the payoff. That’s why writers write. Since writing is often hard and always takes considerable time and energy, there has to be some trade-off. I have to get something from writing. What I get is the unexpected.
“I enjoy discovering things about myself and my world(s) that I had not known, and could not know before I wrote. Without tries at writing, I know I could not ever have discovered precisely these things. It’s the recurring attempt, that try, that is what writing is all about.”
*These passages originally appeared in the anthology The Subject Is Writing, edited by Wendy Bishop, and are used with the permission of Heinemann Publishers.
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