Dynamic Processes for Composing

Dr. Jeff Wiemelt (Dr. Wiemelt )

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Dynamic Processes for Composing

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Dynamic Processes for Composing

Dr. Jeff Wiemelt (Dr. Wiemelt )

In process writing instruction, grammar instruction is often thought of as “taboo”. Grammar should not be taught in a process based approach. A more moderate view is to teach grammar in context—when students are ready for it, see a need for it. Grammar has become linked to issues of editing and style, but it has been too narrowly defined by the process approach to teaching writing. Grammar instruction has been placed in a reductive view. Specifically teaching grammar allows students to write more clearly and elegantly. We should be looking for ways to position grammar more centrally in the writing process. We need to find ways to put grammar and rhetoric together in much the same ways we’ve put composition and rhetoric together while at the same time broadening our definition of what grammar can be.

Presentation is based mostly on conversations had on two separate list-servs. Dr. Wiemelt posed a series of questions and the presentation for NCTE is framed around the responses to those questions.

Grammar as a heuristic for students: Grammar has a discovery value for students. Grammar frameworks and constructivists—how do I get along with my reader and/or cooperate with my audience? What are some teaching strategies to put those ideas together?

Unconsciousness to consciousness: students need to be aware of the choices they are making with regard to grammar. We should be looking for an “organic harmony” between grammar and composing—grammar is a natural and necessary part of the writing process. Knowing grammar allows students to play with language and use language as a resource and something to manipulate.

“The hard part is getting started.”—grammar instruction helps with the finding of patterns in writing, points to the generative qualities of language.

Work of Nancy Summers? (I couldn't find any links to further expand on this...I could have heard the name wrong or spelled it incorrectly)

Thinking about grammar and language should not be confined to solely thinking about editing/correctness.

Seems to me that issues of correctness and editing are being confused with revision. The two are separate processes (aren’t they?) but in this presentation, they are treated as the same. I understand how this happens as I know that students view revision as editing. Kind of confusing.

Deb Proctor and Phil Sunstrum
Peer Editing

Students peer edit informally, and they also do peer editing in more formalized settings by conferencing in groups, with the teacher, and collaboration with other classes.

In this case, freshman and seniors worked together on the research process. Seniors were mentors and freshmen were apprentices to the mentors. (Vygotsky)

Perhaps one of the greatest unintended results of this project was the bonding that happened between the seniors and the freshmen. (Something to consider with Smithridge? A partnership? Perhaps a “community writing center” where the younger students come to the older students for help with editing and revising when they need to? Talk to Bryn)

Older students need to be comfortable with the peer editing process. Areas of peer editing. What does it mean to be a good peer editor?

Teach concepts of peer editing.
Practice on sample papers:

Together as a class

In pairs

By themselves

(Handouts confuse the processes of peer editing and peer revision…is the distinction that important? Which is it that the teachers are looking for? From the presentation it is apparent that these teachers were looking for both revision *and* editing help to take place)

Eve Gerken
Why do we write? To discover (personal) and to communicate (external).
Informed by the work of Elbow and Bellanoff
Quote from Lunsford—“Rhetoric is the art, practice, and study of human communication and the power relations it entails.”
Winston Weathers and “grammar A” and “grammar B”—writing on demand versus writing to discover, writing to communicate.
Was supposed to be about how to respond to students and help them be better writers without having to mark every error on their papers. Became a session about general, bigger questions in writing. (I left early because she was speaking *very* loudly into the microphone and it was giving me a headache)

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Last Updated April 11, 2011

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In process writing instruction, grammar instruction is often thought of as “taboo”. Grammar should not be taught in a process based approach. A more moderate view is to teach grammar in context—when students are ready for it, see a need for it. Grammar has become linked to issues of editing and style, but it has been too narrowly defined by the process approach to teaching writing. Grammar instruction has been placed in a reductive view. Specifically teaching grammar allows students to write more clearly and elegantly. We should be looking for ways to position grammar more centrally in the writing process. We need to find ways to put grammar and rhetoric together in much the same ways we’ve put composition and rhetoric together while at the same time broadening our definition of what grammar can be.

Presentation is based mostly on conversations had on two separate list-servs. Dr. Wiemelt posed a series of questions and the presentation for NCTE is framed around the responses to those questions.

Grammar as a heuristic for students: Grammar has a discovery value for students. Grammar frameworks and constructivists—how do I get along with my reader and/or cooperate with my audience? What are some teaching strategies to put those ideas together?

Unconsciousness to consciousness: students need to be aware of the choices they are making with regard to grammar. We should be looking for an “organic harmony” between grammar and composing—grammar is a natural and necessary part of the writing process. Knowing grammar allows students to play with language and use language as a resource and something to manipulate.

“The hard part is getting started.”—grammar instruction helps with the finding of patterns in writing, points to the generative qualities of language.

Work of Nancy Summers? (I couldn't find any links to further expand on this...I could have heard the name wrong or spelled it incorrectly)

Thinking about grammar and language should not be confined to solely thinking about editing/correctness.

Seems to me that issues of correctness and editing are being confused with revision. The two are separate processes (aren’t they?) but in this presentation, they are treated as the same. I understand how this happens as I know that students view revision as editing. Kind of confusing.

Deb Proctor and Phil Sunstrum
Peer Editing

Students peer edit informally, and they also do peer editing in more formalized settings by conferencing in groups, with the teacher, and collaboration with other classes.

In this case, freshman and seniors worked together on the research process. Seniors were mentors and freshmen were apprentices to the mentors. (Vygotsky)

Perhaps one of the greatest unintended results of this project was the bonding that happened between the seniors and the freshmen. (Something to consider with Smithridge? A partnership? Perhaps a “community writing center” where the younger students come to the older students for help with editing and revising when they need to? Talk to Bryn)

Older students need to be comfortable with the peer editing process. Areas of peer editing. What does it mean to be a good peer editor?

Teach concepts of peer editing.
Practice on sample papers:

Together as a class
In pairs
By themselves

(Handouts confuse the processes of peer editing and peer revision…is the distinction that important? Which is it that the teachers are looking for? From the presentation it is apparent that these teachers were looking for both revision *and* editing help to take place)

Eve Gerken
Why do we write? To discover (personal) and to communicate (external).
Informed by the work of Elbow and Bellanoff
Quote from Lunsford—“Rhetoric is the art, practice, and study of human communication and the power relations it entails.”
Winston Weathers and “grammar A” and “grammar B”—writing on demand versus writing to discover, writing to communicate.
Was supposed to be about how to respond to students and help them be better writers without having to mark every error on their papers. Became a session about general, bigger questions in writing. (I left early because she was speaking *very* loudly into the microphone and it was giving me a headache)

Click here for the next session's notes.

Click here to return to the NCTE Convention Notes Homepage.