In the essay "Writing as a Mode for Learning," Janet Emig emphasizes the importance of writing as a unique language process that provides a "unique" mode of learning that is hard to replicate. I think this essay, in addition to being succinct (which I loved), systematically reflects on the differences between writing as a mode of learning and talking as a mode for learning. She does not completely discredit talking, but according to Janet Emig, "there are hazards, conceptually and pedagogically, in creating too complete an analogy between talking and writing, in blurring the very real differences between the two." I think this is a fair claim. I have this experience time and again in my English 1000 classes where students want to just talk about topics instead of writing their thoughts out. For them, it is the same thing, especially because they are either feeling too tired or too lazy to actually do the writing. But I emphatically stress the importance of writing every time. And usually when the students are able to use this "free writing" in their drafting process, they too understand the significance of it.
Also, because writing is often our representation of the world made visible, embodying both process and product, writing is more readily a form and source of learning than talking. The availability of the written word when it comes to reviewing and revising thoughts helps makes it a much more process-oriented task than talking. The essay makes this quite clear. I think the summary in the form of the chart really brings out the essence of Emig's essay. It is amazing to see the correspondence between the benefits of writing, and how it parallels techniques that enhance learning
I was actually just thinking of this during my class today when I asked students to work in groups to start coming up with ideas for their next paper (which is due Monday). I told them that even if they just made notes on what was said, the act of putting their thoughts into writing would help them when it came time to sit down and actually write a draft. A few of them got out a slip of paper. And even fewer number actually wrote anything on that slip of paper. But the ALL talked. And talked and talked. CLEARLY they had things to say, but somehow the act of writing seemed unnecessary or like too much work.
ReplyDeleteI have had a very similar experience, particularly with my rambunctious (to phrase it nicely) 11am class. They always want to talk to each other in their groups and sometimes it's actually about their topics (sometimes not), but they RARELY will actually engage in the physical act of writing. A few times I have been very firm with them to stop them from talking and to get the class writing, reminding them they will have plenty of time for discussion when their free writing is done, but they always resist. I have had a few of my students tell me that their high school English teachers would have them write for 10 minutes at the beginning of every single class and that they really enjoyed this. I'm wondering if establishing a daily routine such as this would create an atmosphere of quiet writing so that students could actually get something down on paper. Has anyone tried daily writing at a set time during class this semester?
ReplyDelete