Writing to Improve Lives Rising generation stumble to identify the impact that literacy has on developing their life and the lives of generation ahead of them. Sherman Alexie, the author of “The Joy of Reading and Writing: Superman and Me,” shows the readers that the reason he is writes was not because he was capable of writing but he wanted to show the future generation the mistakes that they shouldn't make in life. Alexie believed that literacy is the way to show others the right path in life. Elie Wiesel raises a similar concern in his written of “Why do I Write? : Making No Become a Yes”, he shows how literacy is could be effective when expressing the occurrence of past hurtles that were faced by the generation before.
What is good writing? A good piece of writing isn’t hard to tell if it is good or bad but it becomes challenging if you have to explain why it is good. Teaching students how to produce an effective piece of writing is the most challenging, therefore having simple phrases to describe the good things writers do makes learning these things simpler. Writing traits is a framework in which good writing is based upon. According to Spandel (2009) it is a vision, a way students and teachers can think and talk about writing.
Having an imagination is necessary to get deeper in the story, and a good memory is also required to tie the pieces of the story together. And of course an artistic sense to appreciate the beauty of the author’s writing. Nabokov states “Since the master artist used his imagination in creating his book, it is natural and fair that the consumer of a book should use his imagination too.” The reader needs to also understand and appreciate the language used by the author. He needs to pay attention and notice the details in a novel and not just the general storyline. He needs to read with an open mind regardless of other people’s judgment of the novel.
Bigelow, takes Zinn’s idea of how important it is for students to know and learn about unsung heroes, and turns it into a creative writing assignment. He doesn’t simply talk to his class about the unrecognized people throughout history, but instead invites them to “become those individuals at the end of their lives” allowing for a much more in-depth awareness. After reading both articles, I believe that it is important for children to have an extended list
Barriss Mills, a chairman of the National Council of Teachers of English at Purdue University, writes an essay titled “Writing as Process” in which he gives various reasons as to why our students are such poor writers. He analyzes our teachers and the techniques they use to teach English as well as some possible solutions to creating better writers. Before the paper even begins, the writer already gains credibility to its’ readers because he leaves a footnote mentioning his standing at Purdue University. This shows the reader that he knows what he is talking about when it comes to writing. It also shows that he has experience in the field of teaching English.
Chaucer’s prologue provides an education for its readers and audience. How far do you agree? Some may argue that in order for a text to be a success, it must provide its readers and audiences with an education, to allow for them to connect with a text. As Derek Pearsall comments ‘there is […] a constant feeling of the comic side of things, a moral instinct which escapes in irony’; this, when applied to Chaucer’s works, shows is the kind of education that we as readers will gain, and allows us to debate how other audiences may learn in terms of culture, context and emotional journeys we undergo with his characters. The General Prologue (TGP) presents us with ‘Of sondry folk, by adventure yfalle, In felaweshipe,’- society from all walks of life, to help us learn the social norms, regarding religion, materialism, language and morality as well as allowing us to make comparisons of his society to our own.
Free-writing and idea mapping are fantastic ways to begin thinking about the general topic, and also allows the author to find how they can relate with to the topic. Once the author has a grasp on their ideas and what they want to write about, as well as grasp of who their audience will be, he or she will begin outlining the structure of their ideas. This second step requires the author to organize the information that they want to share. Outlining their ideas will allow the author to begin writing and transition between points without confusing their audience. The third step, in the writing process, is writing a rough draft.
He claims that the best writing is writing that not only amuses the reader, but impacts them as well; and in order to do that, a writer must be in touch with their emotions. Without emotions, such as fear, a writer simply writes as if they have forgotten the problems of the human heart. In the speech, Faulkner continues provide the necessary steps in writing for a bigger purpose: to fulfill their duty as writers. Faulkner challenges young writers to become the pillars for an unbalanced society by sprinkling the speech with antonyms, parallelisms, and polysyndetons. When opening up the speech, Faulkner describes the type of writer he is by incorporating antonyms.
Second… Pick a side!The writer must clearly state his/her position and stay with that position. Pick a side! Generally, you state your position on the topic in the opening paragraph or introduction. Three: Do Your Research… In order to convince the reader you need more than just an opinion; you need facts or examples to back your opinion. So, be sure to do the research!
Writers should impress their readers with their writing and make sure the readers can finish it till the very end. Sometimes writers think they can impress the readers through pretentious writing. The writers think it will make them sound smart. Pretentious writing is so often used in textbooks and by other professional writers that it influences the writers to think that it is right to follow these works. Pretentious writing covers up the truth of writing.