The act of writing is an act of thought.

Lindemann states that “the internal dialogic perspective regards the writer as an individual engage in dialogue with another “self,” an internal partner who serves as a censor, monitor, or guide”(25). As English majors, we automatically think as we read, write as we think, and read what we write….and we enjoy it. Then, we enter our paradoxical classrooms. We love writing; they hate writing. The mind blowing reality that students write without thinking, read without thinking, and write without reading….and they dislike it. As teachers, we begin the wondrous process of questioning: Where did we learn how to read, write, and think? How do we know how to accomplish this? How did this other “self” become a part of the writer in me? Lastly, how do we get our students to gain this process which we seem to do so innately? I certainly do not have the definite answer to these questions, but each day I make an attempt to instill some skill to help them become skilled writers through some aspect of the writing process. Hopefully, one day they will wonder where their writing “self” developed and it will seem as innate to them as it is to us.