The Writing
Process and Transitioning Students
Writing is applied in essentially
every aspect of one’s life. Students are always taught a rhetorical construct
that explains the specific steps, and their order, in writing that must be
followed in order to write effectively. These steps are known as the writing
process. This step-by-step construct of linear writing does not hold, however.
Once the students write in college the steps get disorganized and revisited,
and the linearity quickly converts into a more recursive configuration. Transitioning
from one writing mindset to the other can be stressful, confusing, and upsetting
to young writers. A transitional phase from learning the linear process in
secondary school to learning a recursive process in post-secondary school is
necessary for effective writing development.
What is a “Writing Process?
There are many different
standpoints on what a writing process actually is. The broadest definition,
according to the National Center for Education Evaluation and Regional
Assistance’s Institute of Education Sciences, is “the means through which a
writer composes text.” The Institute goes further describing that, “components
of the writing process include planning, drafting, sharing, evaluating,
revising, and editing. An additional component, publishing, may be included to
develop and share a final product.” These are the organized steps that form the
process secondary school teachers have taught young writers for years.
Collegiate constituents choose
to define the process in a much different way. In a broad sense, Donald M.
Murray defines writing as, “the process of discovery through language.” The
more conceptual thinkers in this area define the process as an approach that
“recognizes that there are many stages to writing and that these stages are
fluid and overlapping.” They further explain, “This method emphasizes the
recursive processes of prewriting, drafting, editing, and revising.” (Kamehameha
Schools, 2). These definitions provide a more flexible, individualized process.
The trend tends to be that
secondary school teachers stick to teaching the more linear fashion of the
process while college professors prefer students to engage in the recursive
fashion of the process; thus, linear writing is just a construct young writers
have adapted to and must modify in order to become successful writers. In other
words, a writing process is not a process at all- yet an experience that
changes with every writer.
The Linear Writing Process
The linear writing process is
not improper and it does have supporters. Those who argue for the process
typically are the ones that utilize it and praise it for its benefits. Michael
Becker wrote that he breaks his process down into the six stages of brainstorming,
organizing, outlining, drafting, revising, and proofreading. Becker claims:
Having
a process to follow bestows confidence. It helps you know that someone
somewhere has been through your situation before and has survived or at least
finished her product. The process can give you a direction to go if you’re lost
and can reassure you if you’re struggling. (6)
It is because of these
particular benefits that secondary teachers implement this method of writing in
their classrooms so often. Orlean R. Anderson, a teacher, admits that she has
taught linear writing in her classroom for years. She refers to the
conversation on linear writing stating that, “structure is good for the kids
who aren’t gifted, kids who just don’t know where to start.” (2). The linear
version of the process is not outdated. The argument here is not that the
linear technique is old-fashioned, yet that it is too much “in” fashion. Though
some find the linear process advantageous for certain learners and in certain
circumstances, there are other options and many who oppose this version of the
writing process.
Opposition to the Linear
Writing Process
Opposition to the linear
process comes from several areas: professors, students, and even those who
teach it. Referring back to Anderson, it is apparent that she recognizes some
flaw in teaching linear writing because she claims that, “As teachers, we seem
to find comfort in clearly delineated steps, formulas that we can outline and
evaluate. Maybe it is this need for control that has led so many of us to mold
a messy creative phenomenon into a checklist.” Anderson also explains that by
calling it “the” writing process, teachers suggest that it is a process with
correct steps that are the same for all writers (2). College professors engage
in, and expect their students to engage in, a totally different process. They
take the steps that have forever been tied to “the” writing process, and use
them in a different order, go back and forth, and rearrange them every time
they write in order to clearly express what they need to. The fresher and more
applicable process, though derived from the original linear process’s steps,
has been successful and praised just as it’s predecessor. This newly improved,
more effective process is known as the recursive writing process and it
ultimately destroys the construct of linear writing.
The Recursive Writing Process
The recursive version of the
process is essentially an adapted form of the linear process. The same steps
are implemented, however they are not in a set order. Once one step is
complete, it can be revisited if need be in the future. The Writing Process, published by Capella University, describes the
recursive writing process best. It expresses that recursive writing “helps
writers produce stronger, more focused work because it highlights connections
and allows for movement between research and the phases of writing. Writing
does not have to be a one way path.” (3). Recursive writing refers not only to
the actual “words-on-paper” procedure, but the production of the whole paper.
Writers do not just revise their words, but also their strategies and purpose
for writing (Kamehameha Schools, 3). This version of the writing process gains
more and more supporters each year, and thus again confirms the construct of
linear writing is flawed.
Opposition to the Recursive
Writing Process
Some may argue that the
recursive writing process is too complicated for young writers to comprehend.
As discussed previously, the linear process provides a guide for struggling
students. Though that argument is understandable, it does not account for
students that do not struggle. If those students never get accounted for, they
enter college writing with no knowledge of how to write like their professors
prefer. Therefore, the students who were limited with the linear writing
process in secondary school now become the struggling students in
post-secondary school. Basically, opposition to the recursive writing process
exists where there is a misunderstand as to why teaching that process is
necessary and among the undergraduate students that have been thrust into a new world of writing.
Because we discussed your excellent text in class, no comments here.
ReplyDelete