The Process of Writing

One of weeks 4's assignments is:

Analyzing the process whereby I write.

Writer's Notebook:
Write about... analyzing the process you routinely use when involved in writing activities, noting where you become discouraged or frustrated. To do this, you may identify the process, step-by-step, that you routinely use when involved in writing activities. Analyze your process, noting where you become discouraged or frustrated.

So, here is my analysis:

When I write, I just start writing. I do not use graphic organizers. I know how to teach using them and see their value, but for me personally the are a step I find excruciating in my won reading. I simply dig in and start writing.

As I write I go back and revise and check spelling, changing things around as I go.  I probably got into this habit when I started being a frequent poster on message boards back when I participated in (and later moderated) the WDW AOL message boards in the late-90's.  I then moved into e-groups, yahoogroups  and then into the forums on Sonlight.  Next up was facebook. When I write in those places I simply.... write. So, when I went back to college a few years and needed to write papers I just wrote.

Step by step:

1. Look at assignment
2. Think about it
3. Procrastinate about it
4. Clean some grout, organize a pile of papers which I've been meaning to get to for oh a long time
5. Open up word document and write.
6. Revise as I go
7. Get up and multi-task, go on facebook for a bit, check email, cook dinner, shower, all while pondering.
8. Get back to the writing project, finish it up.
9. Hit Spellchek
10. Submit.

Now, do I *teach* writing that way? No, I don't.  Do I think that some kids write like I do, sure. But more enjoy the graphic organizers or need to learn to do it that way. Just as I was taught to rough draft/double space in handwriting and then copy the entire thing over.

You know what, ever single time I did that my finished copy was significantly shorter than my draft as who wants to copy over something again when it's long.

I distinctly remember being in 4th grade and writing a poem about butterflies. Mrs. Squires, my 4th grade teacher praised it, thought it was wonderful and some of my best writing ever. BUT she wanted me to go copy it over.  I cut about half of it out. And then was even more upset when I found we had to do an art project and put the poem on the art.  Why couldn't I just write and have my pretty poem the way it was. No, I had to do icky art (I don't like doing art and I can't anyway, so any art I do is icky, by it's very definition).

In any case, yes, I teach kids to draft and final copy.  I have been taught that composing on the computer is an entirely different process/type of writing than handwriting the draft and then copy typing  into final.  Writing / composing on the computer is very fluid.  It's a process where things can copy/paste/move/change.

Handwriting a draft and then laboriously copying it word for word be it typing or handwriting is a menial chore.  Giving kids the choice to use the computer to compose is a gift of freedom.

Oh, did I wander? Fancy that.

Ok, so my process is that I start typing and am on topic and then my writing flows from there.  And then I'm done.  Can I explain it, not really.  Can I analyze it. Sure.

1. Get the assignment.
2. Think about it.
3. Open word.
4. Start to write and see where it goes.
5. Graphic organizers aren't my thing.
6. Revising happens as I go, as does editing and rewriting.
7. The End.

I become frustrated when made to use graphic organizers.  I become discouraged when asked to incorporate art into writing. I become discouraged and frustrated when placed in a box with no freedom to move the walls of the box to be more comfortable, to settle in and just write.