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Syllabus |
Writing as Problem-SolvingThe Flower and Hayes model (outlined below and discussed in your book) describes writing as problem-solving. I will leave it to you to reconcile their discription of writing with what you may have learned about problem-solving in earlier chapters. I do want you to consider the issue of writing as a way to develop problem-solving skill.
In teaching writing and in using writing as a way to develop general problem-solving skill, there may be some insights to gain from the problem-solving literature and from the research on programming. There is a method, writing process approach, that I do not remember seeing in the chapter, but the phrase is closely related to some ideas that were presented. One of the most fundamental idea of the writing process approach is that skilled writing is not the act of sitting down and creating a polished product. Rather, writing is a process in which the product evolves (see the reviewing component of the Flower and Hayes model). Writers create a product, think about the product, and then usually make significant changes to better meet original goals. Teaching of writing should help students work with writing products in the same fashion. Students need to learn in a social context in which they talk with others, fashion a product, get feedback, and then work to improve their product. There is a concept in the teaching of writing at the elementary level called the writing conference. The idea is that the student will meet with the teacher and discuss progress made on a writing project. The teacher may read drafts or discuss ideas and offer suggestions. The student then moves on and attempts to implement some of these ideas in a revision. Perhaps similar models are implemented on other levels. This cyclical approach would place increased demands on the teacher (commenting on multiple drafts), but might change the nature of assignments - perhaps assignments would involve larger projects that evolve over a longer period of time. This cyclical approach is typical of professional writing. For example, professors often share a manuscript with peers before submitting the manuscript to a journal. Even after being reviewed for publication, it is very common to be told to revise and resubmit. Note the distinction between this cyclical approach and one in which an assignment is made, the student creates and submits a product, and the product is graded. The student receives feedback, but then moves on to another project. As mentioned previously, the processes of commenting on student writing is very labor intensive. Some thought has been given to how some of this burden on the instructor might be off-loaded. For example, there are techniques in which peers are involved in the writing/evaluating/revision process or in which the writer takes on greater responsibility. One issue with the use of writing in instruction may concern whether the process is focused on the development of writing skills or the use of writing to develop and evaluate the understanding of course content. The recursive method described here is mostly promoted by those concerned with the development of writing skills which might be contrasted with writing to learn. Requesting that students rework a paper focused on course content may also be helpful, but the goals and issues would be different. Let me return to the writing process approach to make on final point. I think that the computer offers some great advantages in the writing process approach. Rather than give you my explanation think about possible advantages. This topic will be the focus of the discussion question. |
