Effective Writing Practices and Goals Explored in English Writing Week Two
Dive into the exploration of writing goals like understanding the act of writing and evaluating good writing, featuring insightful responses and thoughts from Margaret Atwood. Discover why we write and the key qualities of good writing, enhancing your writing skills in a collaborative journal sharing setting.
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ENGLISH WRITING WEEK TWO
THOUGHT FOR THE DAY A rose by any other name would smell as sweet. - William Shakespeare
GOAL #1 To share reasons why we write- what does the act of writing require of us? What do we gain from using writing to express ourselves? WHY WRITE?
A response by Margaret Atwood There s the blank page, and the thing that obsesses you. There s a story that wants to take you over and there s your resistance to it. There s your longing to get out of this, this servitude, to play hooky, to do anything else: wash the laundry, see a movie. There are words and their inertias, their biases, their insufficiencies, their glories. There are the risks you take and your loss of nerve, and the help that comes when you re least expecting it. There s the laborious revision, the scrawled-over, crumpled-up pages that drift across the floor like spilled litter. There s the one sentence you know you will save.
Next day theres the blank page. You give yourself up to it like a sleepwalker. Something goes on that you can t remember afterwards. You look at what you ve done. It s hopeless. You begin again. It never gets any easier.
Why do you write? In one minute, try to list as many reasons as you can that answer this question.
GOAL #2 To determine what good writing is: How do we evaluate writing? Are there qualities all effective writing share?
Qualities of Good Writing Let s look at a text together: My Name written by Sandra Cisneros, a Mexican American What qualities make it an effective piece of writing?
SIX TRAITS of WRITING IDEAS ORGANIZATION VOICE SENTENCE FLUENCY WORD CHOICE CONVENTIONS
GOAL #3 To share journal #1 in groups of three - and get a response from each reader. Read your paper aloud. Peers follow along. Then give each reader a chance to respond to your paper:
Peer Response 1) Put a smiley face :) next to your favorite lines or most interesting thing you learned about the person's name; 2) Put a question mark (?) next to any word or sentence you did not understand or you thought was unclear. 3) Underline any words you thought were used effectively or creatively. 4) Circle (O) any words you think might have been incorrectly used. 5) Do you have any questions for the writer - what are you still wanting to know about this person s name? 6) Do you have any suggestions for revising this entry? 7) Put your name at the bottom of your peer s copy of his/her essay: Shannon/peer ressponder
REFLECTION At the bottom of your journal entry, please answer these questions: How long did it take you to write this entry? On a scale of 1-5 (1=very difficult; 5=very easy) how difficult was this entry to write? Did sharing my example help you? Did reading your classmates entries help you see how you could revise your entry? Did you enjoy writing this entry? If yes, why? If no, why not?
Write-to-learn Tell me why you chose the field of study you did and if it has been a good decision for you. What is the most interesting thing you have learned about your field and what kind of research do you hope to do for your dissertation? What kind of job do you hope to have once you graduate?
Another thought for the day A writer is someone who is enormously taken by things anyone else would walk by. - James Dickey
JOURNAL ENTRY #2 Go to a favorite place on campus with your writing notebook. Write a description of the place by recording what you: SEE SMELL HEAR TOUCH TASTE Do not directly name the place you are describing. Write it well enough that the reader can visualize the place and will know where you are.
