Process over product

In sixth grade I was lucky enough to have experienced a classroom that implemented many of the suggestions listed in 9 Rights. Mrs. Flowers (see, I remember her name over 15 years later) must have specialized in writing and/or literature in college, because those were the subjects that prevailed in her classroom. Writing was a daily activity and the entire class loved it! Additionally, we read no less than six novels that year. Drafting and revision were a constant process. Writing sessions varied in organization; sometimes we wrote together in groups, sometimes (usually for "formal writing") at our desks, sometimes we were allowed to pick any comfortable spot (we really liked this, I remember kids under desks, sitting on top of tables, in closets, etc). Few projects were labeled as "Final," but those were highly celebrated, decorated and prominently displayed.

I did not realize this until I read 9R, but it was during this year of my life that I learned to love writing. On the flip side, the following school year was a real shock. The positive, productive, creative environment I expected did not exist. Emphasis was placed on all things technical. Writing became boring and painful. Proofreading replaced revision. As a mini protest I can remember keeping a creative writing journal, though after a while the enjoyment in that wore off also.

It wasn't until late in my college experience that writing became enjoyable again.

Even technical writing and business writing have a certain amount of customizable material. Personality should be evident in nearly everything that is written. Sacrifices in creativity should not be made in exchange for perfection during the early stages of writing. These are the main ideas that I found between the lines in Chapter 3 of WW.

Who has not gotten hung up on the perfect sentence? This is possibly the biggest mistake I make during the writing process. Dividing that process into two separate parts (composition and transcription) sounds like a solution to this problem. This coincides perfectly with the revelation in Chapter 8 that the author has little control over the word flow. This actually made me laugh out loud. I began to picture myself sitting at the computer to compose. The room is crammed with dozens of words. Some move about rapidly, others are lazy and lull in a corner, one is like a puppy begging for attention. I ignore them all because I am holding out for the "perfect" one, even though I am not sure I would recognize it. No matter what, the words will not give in to me and I do not want to give in to them. Dejected, the words leave me one by one until there are none left. My computer screen stays blank and I wish I had caught at least one of the words, because I know that they multiply quickly. They have won and my paper suffers. Knowing that other people get too caught up in the transcription process be it over spelling, grammar, word choice, or any other detail made me feel better as a writer.

One thing that was completely bizarre in this reading experience was on p. 109 when Smith began to talk about "global intentions," the bank manager, and Aunt Lucy. Maybe by that point my brain was just tired of comprehending, but that paragrapgh made no sense.

"There is no moment of composition" was my favorite quote from this reading selection (Smith, 109).