Chapter+3

= = =  "The Reader as Writer: Drafting and Writing"  =

The third chapter of this text is organized by discussing a writing process. The chapter begins with a discussion of the prewriting process suggesting methods such as keeping journals, free writing, annotating a text, listing thoughts and asking questions. The chapter includes examples and commentary on each of these methods. Then, the article describes the drafting process of writing and includes an example draft. Concluding with revision, the chapter deserves some important methods and practices of this part of the process. One method the chapter suggests is reverse outlining and another is peer review. Naturally, with the chapter organized around the writing process, process pedagogy is at the core of the chapter. However, as the text explores the process of writing, it includes influences from several other pedagogies.

The chapter begins by discussing prewriting. In describing this part of the writing process, the chapter suggests many methods that are reminiscent of expressive pedagogy. The chapter firsts suggests that students when writing literary analyses should annotate texts indicating what puzzles, pleases, interests, or bores the writer (Barnet and Cain 21). The chapter continues to discuss prewriting in lieu of the expressionists by advising techniques such as “the free jotting down of ideas [...]” by writing “[...] whatever comes to mind, without inhibition” (Barnet and Cain 24). It also suggests for students to use a journal to write down reflections and to discover through writing, a typical method and theory of expressive theorists. When concluding the section on prewriting, the chapter highlights that a student probably will not start with a thesis but instead suggests that using these prewriting methods and “[...] writing a first draft are ways of finding a thesis” (Barnet and Cain 33). The article emphasizes discovering through writing just like expressive and process scholars.

In the chapter's discussion of the drafting stage of the writing process, it continues to embrace process pedagogies and makes sure the student is aware “[...] that in the process of developing a draft from the few notes [prewriting] additional ideas will arise” (Barnet and Cain 33). Next, the chapter discusses revision. Bringing together rhetorical and process pedagogies along with a little bit of current-traditionalism, revision is presented as important, something Nancy Sommers would appreciate. First, the emphasis is on the writer's awareness of the reader satisfying the rhetorical approach. Quickly, the chapter switches gears and gives the student a list of five words that a student should focus on when revising including unity, organization, clarity, polish and edit. After this list, the chapter immediately gives “A Checklist for Revising for Clarity” suggesting the student replace wrong words with the //right// ones (Barnet and Cain 36). This is a straightforward example of current-traditionalism in the text. Not only does the text claim there is a right word to choose, but it also neglects to give students any context or hints to how they decide whether the word is right or wrong.

The chapter again switches gears and begins talking about reverse outlining. This method is suggested to help students make global revisions. This is another suggestion of revision that Nancy Sommers, a process scholar, would certainly agree with. Then, the last part of the process of revision that the text addresses is peer review because “it gives the writer a real audience” (Barnet and Cain 39). This suggestion ties in with collaborative theorists like Kenneth A. Bruffee and Rebecca Moore Howard who both encourage at least having students review each other's work.


 * Note:** This wikispace can be used as a guide to decide whether or not the text //A Short Guide to Writing About Literature// will be effective for your classroom probably at the college level. Throughout the review of this book, several composition theorists and their writings are referenced. Familiarity with these articles and theories will be helpful in accessing this guide and deciding whether or not to use this book as a source. For your convenience, on the Annotated Bibliography page of this wiki an annotated bibliography including extensive summaries of each work references can be found.