Prewriting Techniques

Academic writing is intuitive. Therefore, academic writing will be presented along with informally writing. (Since I am learning to be less “formal,” I will say what I say what I want formally and then translate it into less formal writing.)

Lindermann’s discussion of prewriting techniques was interesting and informative. Yet, the approaches taken to the prewriting seem more pre-occupied with just the simple act of writing (I personally do not like any of the techniques because none of them suit my very, focused formalized academic thinking and writing).

Brainstorming and clustering:
While brainstorming in itself is useful for all types and forms of writers, unstructured brainstorming leads to blankly obvious generalizations on a topic. However, Donald Murray (p112)attempts to bring structure into a brainstorming chaos. Clustering is useful for the visual learners however learners focused more on words may be confused. (I hate clustering because I like my paper organized. Since this is the case, I must have the same number of circles and sub-points at all angles of my paper. Also, it visually must be symmetrical. Therefore, I do not cluster or participate in mapping).

Freewriting:
Writing three times a week may be useful if the writer is already strong in content and mechanics. However, bad grammar three times a week unchecked does not promote higher learning. Also, the concept of freewriting has repeated horrified students because somehow there are internal page minimums the students sets for themselves. Page 115 suggests to the readers how to focus the students freewriting in an attempt to guide the content, however. This attempt is useful. (I personally hold the belief that bad grammar unchecked will always make its way into “academic” writing. So if I suggest bad grammar in one medium, who am I to turn around and grade against it in a different medium?).

Journals:
See response to freewriting

Heuristics:
No.
(Are you serious? Anyone who is able to successfully assign and navigate the complete entire process (p118-119) for a classroom of high school students with below grade level English skills with more than 35 students, while simultaneously having a decent-very informative discussion on each question while still keeping up with the unit timetable deserves a round of applause.)

Models:
Students (and most human beings in life regarding any topic), enjoy having a model or standard that they could use. Having a background in Communications and the Media, the importance the use of various mediums is already processed. Also, the occasional use of a good student paper shows students that good work is possible. However, if the same student writing is constantly being used, there is a possibility of the “teacher’s pet” syndrome. In all cases, discussion is necessary regardless of the form of models. (I actually think my informal writing is pretty similar to my formal writing so no need for translations).

With all this being said, are any of these prewriting techniques currently employed in my classroom? Of course. Two of them actually are. Which ones? I won’t say.