(Ok, first of all the following blog is about something we discussed in class; however, I started this draft before class on Wednesday. Anyway, it is about organization and ideas. Now before anyone judges me for the following blog and starts to think I'm crazy like Pipher, just know that there is a lot of truth in "filing ideas," especially for writers and/or anyone for that matter. Pipher may be ridiculous most of the time, but she does have some good suggestions here and there.)
In Chapter 8 of the book, Writing to Change the World, Pipher talked about the importance of being organized as a writer. By creating a system that organizes your personal writings, favorite quotes, phrases, etc. you can then go back and access them in the future. It may not seem to be the most "functional;" however, if it works for you, keep it up.
For me, staying organized is something I wish I did more of or I should say I was better at. For example, I AM organized; however many would see it as being nonfunctional. Either way, since I was a kid, I have always jotted down ideas, memories, events, etc. into journals and made an extreme effort to save them all in some way. Whether it was by designating certain shoe boxes for different types of writing, placing letters in certain drawers, or even hiding things in time capsules, I always tried to keep my ideas with me. However, though I created my own organized process years ago, I don't know if I ever thought about it as a system or process. Instead, it was just something I did. Also, the more I am aware of this process, the more I realize it changes as I change and grow older. Nevertheless, I agree with Pipher when she said, "With writers, an idea misfiled is an idea lost." There have been too many times where I think of something and don't write it down somewhere. Or if I do, I lose it because it's written on a gum wrapper or receipt. Pipher notes that she carries a small notebook around with her at all times so that if she has a good idea or something interesting happens she can write it down. This is a new personal goal.
Another interesting point I found in the reading (which I loved) was to "use everything" when writing. Use your surroundings, your experiences, etc. and write about it, even if it is something that is ordinary or plain. Connect this thought with the compact notebook idea and you have a winner! Well...along with other things too of course! :) Either way, everybody has to start somewhere and I see these ideas as being the first step!
Wednesday, January 23, 2008
Thursday, January 17, 2008
What is Good Writing?
When it comes to poetry, in the past few years I have often wondered who deemed certain people the right to say whether or not a poem is good or bad. To somewhat answer this question, in my mind, I imagine a panel of judges. This panel consists of a room lit only by the sort of light you would see in an interagating (msp?) cell. And under this light, there are judges lining one side of a long table. How they got there? I have no idea; nevertheless it has always seemed easier to imagine there are people deemed with the gift to judge rather than take (some of my past educators) "average Joe's" word for it. By believing this, it has always helped me think, "well maybe so and so knows what they're talking about because they have studied this area of work and I haven't." For instance while in high school, I had many English teachers who asked the class what a poem or story meant. However, when a student would respond, many times they (the student) were shot down for their answer. Their interpretation. After giving this "panel of judges" idea a thought here and there, I decided a long time ago it was not fair. Who is to say what an author of a poem, story, etc. really meant when they wrote their piece? WHo is to say one interpretation is right and the other is wrong?
I understand that if an author wrote their thought process out so their readers would understand the "true meaning" of the poem, story, etc. it would be one thing. However, to me (here's my interpretation) when a reader (of either the intended audience or not intended audience) is able to take away something from a work and have it impact their thoughts or senses in some way, that is when a writing should be considered good. I do not think it necessarily matters what the "true" interpretation is, instead I feel the wonderful thing about writing is when each person can feel a connection to it.
Even though I do not like the system and the idea of having to declare something as good or bad, I have come to understand that to a certain degree (sometimes a higher degree than others) we (I) must adhere to the rules. Sometimes, to pass classes, for example, we must stubbornly put down our flags and conform to the guidelines. This being said, I have always tried to leave edge room for my own voice to come through a paper or poem of mine. Whether it's bold, quiet, or opinionated, I have always tried to do assignments well; but inevitably, keep a little flavor or hint of me in them. Unless of course it suppose to be a paper without my thoughts; however, whether the thoughts are mine or not, the way in which I write would still be considered my voice.
Referring back to the original question: What is good writing? It wasn't until my english 210 class that I realized for some time now, there has been that panel of judges I once imagined (in a way). They are called New Critics and they approach each form of text as an artifact. Though I thought and hoped this way of doing things was buried now; I found out today, it is not. And even though I want this way of doing things out the door, I sat there in class and wondered how exactly I would declare grades as good or bad in my own classroom someday without these questions and criticisms. I have my own ideas and thoughts on this subject; however, to respond to them too quickly would not amount to well thought out plans of action and/or methods of teaching in the future. I am trying to learn as much as I can; the tough thing is sometimes it's hard hearing that there is a panel of judges out there! So instead of asking what is good writing; perhaps the real question would be, "how do you declare what is good writing and why do you think that way of doing things is the right (fair) way?" And even then will there ever be an answer?
I understand that if an author wrote their thought process out so their readers would understand the "true meaning" of the poem, story, etc. it would be one thing. However, to me (here's my interpretation) when a reader (of either the intended audience or not intended audience) is able to take away something from a work and have it impact their thoughts or senses in some way, that is when a writing should be considered good. I do not think it necessarily matters what the "true" interpretation is, instead I feel the wonderful thing about writing is when each person can feel a connection to it.
Even though I do not like the system and the idea of having to declare something as good or bad, I have come to understand that to a certain degree (sometimes a higher degree than others) we (I) must adhere to the rules. Sometimes, to pass classes, for example, we must stubbornly put down our flags and conform to the guidelines. This being said, I have always tried to leave edge room for my own voice to come through a paper or poem of mine. Whether it's bold, quiet, or opinionated, I have always tried to do assignments well; but inevitably, keep a little flavor or hint of me in them. Unless of course it suppose to be a paper without my thoughts; however, whether the thoughts are mine or not, the way in which I write would still be considered my voice.
Referring back to the original question: What is good writing? It wasn't until my english 210 class that I realized for some time now, there has been that panel of judges I once imagined (in a way). They are called New Critics and they approach each form of text as an artifact. Though I thought and hoped this way of doing things was buried now; I found out today, it is not. And even though I want this way of doing things out the door, I sat there in class and wondered how exactly I would declare grades as good or bad in my own classroom someday without these questions and criticisms. I have my own ideas and thoughts on this subject; however, to respond to them too quickly would not amount to well thought out plans of action and/or methods of teaching in the future. I am trying to learn as much as I can; the tough thing is sometimes it's hard hearing that there is a panel of judges out there! So instead of asking what is good writing; perhaps the real question would be, "how do you declare what is good writing and why do you think that way of doing things is the right (fair) way?" And even then will there ever be an answer?
Sunday, January 13, 2008
Current Traditional Response to Whaling Essay
My suggestions for the essay over whaling is as follows:
- Reread and look for paragraph breaks (ie: Different points + topics)
- Be aware of numbers when writing (ie: when they should be written out or not, etc.)
- Watch for repitition
- Avoid slang (this was very minimal)
- Organization (ie: Before going into detail about IWC, perhaps explain what it stands for first. This will ensure that the audience unaware or ignorant of this specific area of work/culture will understand what you (the writer/researcher) are talking about.)
- Transitions: Remember to keep a steady flow throughout the essay. This will allow your readers to read down; without breaking.
- Proper citations
If needed, see Blackboard for more examples. Otherwise, feel free to revise and ask for assistance!
- Reread and look for paragraph breaks (ie: Different points + topics)
- Be aware of numbers when writing (ie: when they should be written out or not, etc.)
- Watch for repitition
- Avoid slang (this was very minimal)
- Organization (ie: Before going into detail about IWC, perhaps explain what it stands for first. This will ensure that the audience unaware or ignorant of this specific area of work/culture will understand what you (the writer/researcher) are talking about.)
- Transitions: Remember to keep a steady flow throughout the essay. This will allow your readers to read down; without breaking.
- Proper citations
If needed, see Blackboard for more examples. Otherwise, feel free to revise and ask for assistance!
Tuesday, January 8, 2008
Myself as a Writer
My writing. Hmm. Well, for starters the idea of becoming a writer and especially an english teacher never really came to me until a couple of years ago. Before then my focus was on becoming a singer or photographer. I loved english though; however during high school, often times my work seemed to be turned down or challanged to fit into a box. It wasn't until I came to college I started writing more for courses where I didn't have to fit into a certain box that I started exploring the idea of writing and teaching someday. My plan is to teach english somewhere (I'm not sure where) and write/illustrate children's books.
Though these are great ambitions, I do worry about certain elements of english. For instance, since I was little I have never been afraid of words (BIG words) and therefore wrote/spoke them the way I thought they were to be written and spoken. The sad part is, I continue to do this today...A LOT! For example, take the phrase "for granted," I always thought it was "for granit." It wasn't until last year I learned this was wrong. Here's another one for ya; instead of saying "ambulance" I said and sometimes continue to say "amblience." Or "antanna" instead of "antenna." "Oblivient" instead of "oblivious". Trust me the list goes on and on! I am almost 100% sure this disability will come around and bite me when I am teaching classrooms full of obnoxious students!
When it comes to my strengths, I try to think outside of the box (possibly because I was always told to stay in by my educators), keep my imagination, and let it run wild. However at times, this too gets me in trouble.
Though these are great ambitions, I do worry about certain elements of english. For instance, since I was little I have never been afraid of words (BIG words) and therefore wrote/spoke them the way I thought they were to be written and spoken. The sad part is, I continue to do this today...A LOT! For example, take the phrase "for granted," I always thought it was "for granit." It wasn't until last year I learned this was wrong. Here's another one for ya; instead of saying "ambulance" I said and sometimes continue to say "amblience." Or "antanna" instead of "antenna." "Oblivient" instead of "oblivious". Trust me the list goes on and on! I am almost 100% sure this disability will come around and bite me when I am teaching classrooms full of obnoxious students!
When it comes to my strengths, I try to think outside of the box (possibly because I was always told to stay in by my educators), keep my imagination, and let it run wild. However at times, this too gets me in trouble.
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