What exactly is writer's block? To me, it's the point in my writing when my brain comes to a freeze. During this freeze, I am unable to finish my thoughts, put them together, or even generate a good sentence. I am either not thinking enough, or over thinking to the point my brain can't translate the information into formal writing. Writer's block is a frustrating thing. I find myself in a pattern of writing and erasing until I finally give up and decide to walk away from the piece. This is something that challenges me often, and I have certain tactics that I try to take to over come this obstacle.
The way Rose thinks of writer's block is quite similar to the idea that I have of it. In the first paragraph, Rose describes it as a "frustrating, self defeating inability to generate the next line, the next phrase, the sentence that will release the flow of words once again." Personally, I could not agree more. Writer's block is indeed frustrating, but once your thoughts start flowing again it is a great relief. In the end of the first paragraph, Rose also claims that the result of writer's block often leads to late papers, and bad grades that do not reflect the students true ability. Both Rose, and I both believe this to be true. I have had my own experiences with writer block and sometimes I can over come it, but some I can not.
According to Rose, there are a certain amount of rigid rules that cause writer's block. He states that these rules are "occasionally instilled by the composition teacher or gleaned from the writing textbook."(Rose 393). In his discoveries, he's came up with main rigid rules that students use. The first rule he introduces is that the beginning is the most important part because you must catch the attention of your audience. This leads many students to become fixated on making the beginning perfect. Some also believe that if the beginning is good, then the rest will be too. Aside from that, the next rule he states is about too complex outlines. The student would take days making sure her outline was good and full of ideas, but the ideas were so complex she could not make a short story out of it. One also felt like they needed three points for the writing to be considerable. In addition, some believe that a paper must portray irony, imagery and ideas. This may leave a student stuck if they can not find or create these three items. Another rigid rule is over preparation. One student planned his strategy ahead and when it didn't work out, he had a lot trouble adjusting to a new plan. But other then that, you could also be stuck on deciding what rules need to be used and when. Personally, I can relate to all of these rules. My biggest problem I struggle with is also the beginning of my writing. I was always taught that the first sentence/paragraph should grab the readers attention and leave them wanting more. This was a personal struggle for me because I often would over think and stumble over ideas. These rules are considered rigid because all of the students have trouble adapting to a new way of writing from the what they were taught. This causes the students trouble because they have these rules in their brain like concrete and they are unable to adjust to new ideas/ways of writing.
Rose believes that all of these rules can be manipulated in the students brain and they can learn to over come them. He states, "dysfunctional rules are easily replaced with or counter-balanced by functional ones.."(Rose 400) Also, at the end of the last paragraph, he includes that the students may benefit from tutorials that explore their writing behaviors. I believe that in order to over come a difficulty like the rules these students are fixated on takes time, practice, and patients. First, you must identify with what is causing your writer's block. Then, you should search for other strategies to use to over come the struggle. Once you find something that may work for you, practice with it. If you are patient with yourself, you may not be as stressed. Therefor, you can use more positive energy into your writing and let the creative juices flow through your paper.
Friday, January 27, 2017
Wednesday, January 25, 2017
Schooled Literacy
In Rick Evans piece, "Schooled Literacy", he informs the audience with experiences from students pertaining to their reading and writing classes through out their years of formal education. What is taught in these classes is considered to be schooled literacy. I believe that the meaning refers to the specific ways the students are taught to learn how to read and write. However, Rick Evans seems to disagree. To him, the concept of schooled literacy is the way that school makes you think literacy is suppose to be. Since he shares stories of students who believe that this is true, he creates the main point that reflects back on the actual importance of literacy in and out of the classroom.
In regard to educators, good reading is seen as the type that is done in school or about school. To the students benefit, this reading pertains to factual information or assets that need to be learned in that class. Although, many students seem to disagree because this type of reading, in school, only seems forced and is often boring. The students who feel this way admit to enjoying reading when it wasn't just something that they had to do in order to get a good grade. Even though the reading is boring, they do it only for the reward of a good letter grade. Then, they base their selves as readers off of that grade. In the same aspect, the idea of good writing is very similar. To students, they base whether or not they are a good writer off of the grade they receive in class. They had also admitted that writing, as well as reading, was more enjoyable when they only did it for fun, personal reasons. Now that they have been judged by their ability and forced to write in school, the enjoyment is no longer there for them, and their work is only good if they receive a good grade.
The problem with the ideas about good reading and good writing is that every one has different level abilities. Some students were judged on their abilities at such a young age that they would rather avoid the literacy route of education. One student said that his teacher would judge his handwriting, saying it was too sloppy and slanted. This makes kids feel like they are not good enough to follow through with the lessons. Teachers base good reading and good writing only on the educational aspect of it. Just because someone is not good with that because they feel forced, does not mean they arent good at any reading or writing in general. Most students said they enjoyed both literacy activities before it was forced and only school related material.
According to Evans, it is true that students change their outlook on literacy when exposed to school. Most become uninterested because they now feel like the only reason they are doing it is because of the grade they need to receive. It is no longer exciting or necessary to read/write outside of school for a lot of the students. They feel as if the only important kind of literacy is the kind taught in the classroom because pleasing the teacher is now their main goal.
In regards to "Schooled Literacy", I believe my experience is very similar. I agree with Evans findings because I also was more into reading/writing when it was for fun, entertaining purposes. Now that I am in college, the only reading and writing I do is for my classes. Sometimes the stories can be interesting, but at the end of the day the most important thing to me is the grade that I receive.
In regard to educators, good reading is seen as the type that is done in school or about school. To the students benefit, this reading pertains to factual information or assets that need to be learned in that class. Although, many students seem to disagree because this type of reading, in school, only seems forced and is often boring. The students who feel this way admit to enjoying reading when it wasn't just something that they had to do in order to get a good grade. Even though the reading is boring, they do it only for the reward of a good letter grade. Then, they base their selves as readers off of that grade. In the same aspect, the idea of good writing is very similar. To students, they base whether or not they are a good writer off of the grade they receive in class. They had also admitted that writing, as well as reading, was more enjoyable when they only did it for fun, personal reasons. Now that they have been judged by their ability and forced to write in school, the enjoyment is no longer there for them, and their work is only good if they receive a good grade.
The problem with the ideas about good reading and good writing is that every one has different level abilities. Some students were judged on their abilities at such a young age that they would rather avoid the literacy route of education. One student said that his teacher would judge his handwriting, saying it was too sloppy and slanted. This makes kids feel like they are not good enough to follow through with the lessons. Teachers base good reading and good writing only on the educational aspect of it. Just because someone is not good with that because they feel forced, does not mean they arent good at any reading or writing in general. Most students said they enjoyed both literacy activities before it was forced and only school related material.
According to Evans, it is true that students change their outlook on literacy when exposed to school. Most become uninterested because they now feel like the only reason they are doing it is because of the grade they need to receive. It is no longer exciting or necessary to read/write outside of school for a lot of the students. They feel as if the only important kind of literacy is the kind taught in the classroom because pleasing the teacher is now their main goal.
In regards to "Schooled Literacy", I believe my experience is very similar. I agree with Evans findings because I also was more into reading/writing when it was for fun, entertaining purposes. Now that I am in college, the only reading and writing I do is for my classes. Sometimes the stories can be interesting, but at the end of the day the most important thing to me is the grade that I receive.
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