My Writing Instruction

Blog #2  EDRG 604 Regis

What kinds of writing instruction have I received?  On the whole, the writing instruction that I received as a student was more on the traditional side than the process writing side of the spectrum.  Mainly, up until high school and college, it was about mastering the form and dominating the parts (or elements) of writing to acheive a competent product.  Writing was scaffolded and modeled by a teacher and a particular product was expected.  Editting primarily was the job of the instructor and sometimes, there was no time given for revision.  I do remember a few exceptions.  For instance,  the sixth grade we wrote in journals.  We were allowed to write whatever we wanted and use any form or genre.  Occassionally, we would be able to pick a piece to revise and edit and bring to the publishing phase.  In particular, I remember a poem I wrote called, "Mohammed Ali the Flea" about a boxing flea.  Somewhere in elementary school we also did "Creative Writing."  This allowed for more exploration and self-expression.  I also corresponded through letters (yes, younger generation, snail mail) with a friend that moved away when I was five.  We wrote each other until we were 22!  This (although it wasn't part of instruction) was a great literacy experience. In high school and college, my writing experiences usually began with a prompt or an assignment.  There was room for brainstorming and (occassionally, not always) for a writing process. I do recall in junior high and high school being encouraged to "just get your ideas on the paper first" and then to revise.  Oftentimes though, form writing (5 paragraph essay, introduction with a thesis, body, conclusion) was the primary form of writing in which I engaged in and which was expected.  And, I was an English Literature major!  I did take a "Creative Writing" course in college.  Oftentimes, even though the topics were open for creativity, the assignments were extremely directive, even dictating the number of words which we could use in an assignment.  An element which as lacking was collaboration with peers and talking about the writing process.  In general, the teacher "corrected" my writing and a grade was assigned.