FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W325366790> ?p ?o ?g. }

• W325366790 endingPage "676" @default.
• W325366790 startingPage "676" @default.
• W325366790 abstract "ideas in some coherent way, and then flesh them out with specific ideas, don't we usually juggle around the specific ideas we have, until the generalities emerge? One can't arrange ideas one hardly yet has. Teachers of remedial composition frequently struggle with the question of whether to emphasize the sentence or the whole composition. Partisans of the sentence approach work first on refining students' skills at writing correct sentences, and then move on to the technique of writing the w^hole essav, feeling that problems of structure on a small scale must be antecedent to those on a large scale. Partisans of the holistic approach, on the other hand (and I count myself among them, for whatever it's worth), first emphasize the structure of the essay as a whole, and only later go on to the sentences that make up that essay, on the theory that sentences have a meaningful existence not by themselves, but only as parts of the whole. Those who do begin with the sentence often complain, however, about the difficulty of providing their students with chances to write not just individual sentences, but also entire essays, or at least extended passages of writing. They fear that students who spend all (or most) of their class time on the details of sentences may lose sight of the fact that that work is just ancillary to their final task, writing essays. Free writing offers, I think, a way out of this dilemma. It's a way for students to write extended passages without having to write essays. They can continue to work on the mechanics of the individual sentence, without losing touch of the fact that sentences don't exist in isolation, 1I'm indebted for some of the ideas in this paragraph (and indeed in the whole paper) to my colleague, Professor Carolyn Grinnell Kirkpatrick. This content downloaded from 157.55.39.104 on Sun, 19 Jun 2016 05:55:53 UTC All use subject to http://about.jstor.org/terms Free Writing in Composition Classes 681 but go together with other sentences to form whole statements. In free writing, students can isolate a particular problem in this way; they don't have to try to get everything right (unless they want to). Free writing thus enables the teacher to demonstrate that essays are made up of correct individual sentences and lots of them. Perhaps most importantly, though also most intangibly, free writing is a way of showing students that personalizing their papers is not only acceptable but even desirable. We've all read plenty of dull, dreary papers, where nothing could be more obvious than that the students couldn't care less about what they're writing. These are papers wvith no feelings at all. Free writing is seldom if ever like thisat least I believe it isn't, for of course I don't ever see what the students write. It shouldn't be. Students who write only what they want to can't help but write personally, with feelings, and this personal quality of free writing (and students assure me that it has it) begins eventually to transfer itself to their papers. Students start writing papers which grow out of their feelings, papers containing ideas they care about-or at least many of them do. These papers are alive, not dead. And these papers have a good chance of being correctly written, or at least approaching correctness, for students who care about what they are saying care about how they say it. And students who care about what they are saying make others care also. I don't mean to make free writing into a panacea, something which will magically cure all the problems of all the students. It certainly isn't this. And using free writing in the classroom is-let's be honest-a scary proposition for the teacher, for it forces him or her to give up some control over what happens in the class. The rather random and unstructured way in which free writing proceeds may turn out to be more effective than the tightly organized progression from one idea to the next which the teacher can make work in other classes; and this may even imply that the teacher doesn't know best, that the students can accomplish things by themselves, wvithout their teachers. But for the teacher who's prepared to take these risks (or frustrated into it), free writing is, in my opinion anyway, an exciting and useful tool. I don't know of another technique which can offer so much help at the beginning of a composition class. The George Orwell Award. A Call for Nominations The NCTE Committee on Public Doublespeak invites nominations for its George Orwell Award, presented annually at the NCTE convention to the author (s) or editor(s) or producer(s) of a print or non-print work appearing between September 1 and August 31 of the current year, which most effectively treats the subject of public doublespeak. Nominations should include complete bibliographic information and a statement of justification for consideration. Deadline: September 15, 1977. Submit nominations to: Professor D. G. Kehl, Department of English, Arizona State University, Tempe, AZ. 85281. This content downloaded from 157.55.39.104 on Sun, 19 Jun 2016 05:55:53 UTC All use subject to http://about.jstor.org/terms" @default.
• W325366790 created "2016-06-24" @default.
• W325366790 creator A5064383060 @default.
• W325366790 date "1977-03-01" @default.
• W325366790 modified "2023-10-16" @default.
• W325366790 title "Free Writing in Composition Classes" @default.
• W325366790 doi "https://doi.org/10.2307/376070" @default.
• W325366790 hasPublicationYear "1977" @default.
• W325366790 type Work @default.
• W325366790 sameAs 325366790 @default.
• W325366790 citedByCount "3" @default.
• W325366790 crossrefType "journal-article" @default.
• W325366790 hasAuthorship W325366790A5064383060 @default.
• W325366790 hasConcept C124952713 @default.
• W325366790 hasConcept C142362112 @default.
• W325366790 hasConcept C40231798 @default.
• W325366790 hasConceptScore W325366790C124952713 @default.
• W325366790 hasConceptScore W325366790C142362112 @default.
• W325366790 hasConceptScore W325366790C40231798 @default.
• W325366790 hasIssue "7" @default.
• W325366790 hasLocation W3253667901 @default.
• W325366790 hasOpenAccess W325366790 @default.
• W325366790 hasPrimaryLocation W3253667901 @default.
• W325366790 hasRelatedWork W1499958165 @default.
• W325366790 hasRelatedWork W2041489351 @default.
• W325366790 hasRelatedWork W2047062245 @default.
• W325366790 hasRelatedWork W2367936492 @default.
• W325366790 hasRelatedWork W2380193321 @default.
• W325366790 hasRelatedWork W2390217813 @default.
• W325366790 hasRelatedWork W2588831577 @default.
• W325366790 hasRelatedWork W3130838260 @default.
• W325366790 hasRelatedWork W3131055458 @default.
• W325366790 hasRelatedWork W4229073194 @default.
• W325366790 hasVolume "38" @default.
• W325366790 isParatext "false" @default.
• W325366790 isRetracted "false" @default.
• W325366790 magId "325366790" @default.
• W325366790 workType "article" @default.