A moment of horror in the copy room. That’s where this post started.
A moment of horror borne of another instructor’s handout, one that simultaneously reduced and universalized the writing “process” to a tick sheet of dos, don’ts, and otherwise. Writing is a formula, this handout shouted, one that I, as your instructor, have licked. Follow these steps, do exactly as I say though I don’t explain why, and I’ll give you an A.
I wish that I’d saved it, this castoff from another classroom, but at the time, all I wanted to do was escape it.
As a writer, as someone who teaches writing, I see composition as a road trip: you point the car in a general direction and let the road take you where it may.
Sure, you might have some idea of where you want to end up–you might choose a particular highway to take over another, after all–but you’re open to diversions, to side trips off of what you thought was the main route. And you’re willing to let those diversions rewrite your travel plans entirely.
Such an approach, however, doesn’t neatly line up with the ways in which many instructors teach writing as a “process.” While early discussions of writing-as-process made note of the messiness involved, much of that acknowledgement has been stripped away in the professionalization/commodification of composition. In place of such mess, a process designed for a flow chart, for easy replicability in any classroom, with any students, any instructor, because of course, all writers—especially first year writers!–are alike.
Yeah, no. No no no.
One of those steps in the “process” that makes me particularly enraged is forcing students to write a “thesis statement” before they start writing an essay. See also: the horrifying “write a topic sentence for each paragraph before you start writing the essay” variant.
Let’s talk for a second about why this tactic often frustrates the crap out of students and, bonus, results in boring, slack-tastic writing:
Look, when you put these restrictions on students’ writing, you’re reinforcing the idea that a writer should know exactly what she or he wants to say before they sit down at the keyboard. You are preventing a student from writing, period. Continue reading “Writing is a road trip”