Purpose:
To directly apply Kleine's essay ("What Do We Do...") and to make students aware of their own writing process, as well as to provide them with other writing process example they may find useful.
Step one:
Ask students to think about their own writing process, in a brief, 5 minute journal exercise, ask them to write out that process.
Step two:
Form small groups of 4 and ask students to share their process--what is similar? What is different? Take notes on the board of each (or ask students from each group to report their finding)
Step three:
Hand out examples of other writing processes and ask each group to look at them and discuss them--again, what is different? What is similar? Which of the examples do they think is the best, why?
Example samples (you can find many examples by simply googling "writing process images"):
Step Four:
Groups report findings to the class
Step Five:
Ask students to now draw out their process as completely as they can, adding any additional steps they may use after looking at the examples.
I model this part to the students by showing them my writing process as a visual representation looks like:
Step Six:
If time allows, ask students to journal again about their process--how successful has it been in the past, if they made any changes to it based on today's workshop, how do they think it will impact their writing?
Cool stuff and I love the use of the images.
ReplyDeleteA couple of comments/suggestions:
You might want to get them to focus on some of the points from Kleine more explicitly:
writing/research process as recursive and complex rather than linear; hunting versus gathering; the night library (do they see themselves in that?); writing to learn, not just to report what others have said, etc.
Your models above are mostly linear and Kleine seems to be arguing against that notion. You might want to foreground that idea, since linear models tend to squelch the writing to learn aspect Kleine values.
Maybe tie Kleine back to Greene?
--Albert
Yes, I should have noted that before working through this, we would discuss the Kleine essay abd how that relates back to Greene. I like this model because it gets students thinking about what is their writing process and how can it be improved. Once completely this activity the instructor can go back into Kleine and discuss the problem of linear vs. hunter/gather, etc. :)
DeleteThanks for your comments Albert--it helps me thinking further into the process! :) :) :)
I should also note that many of the examples I have show not just a recursive process, but going back and forth between items--the examples posted above were just that, examples, and not necessarily the best ones--which is part of the group work, figuring out which is "best" and why. :)
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