Week Two blog post

  

Drafting is probably my favorite phase of the writing process. I usually write by hand in a notebook and try to kind of vomit ideas. Revision is more laborious; things that seemed like good ideas during the drafting phase seem terrible upon rereading. I often get stuck on sentence-level revisions when I should be focusing on bigger picture global revisions. 

 

In terms of weaknesses I see in my students’ writing processes, many of my Interpretation of Literature students have trouble grasping the concept of a thesis statement, which derails the process of writing an analytical/argumentative paper from the get-go. Instead of advancing an argument, they’ll identify a theme in the text, or describe a character’s traits. Many of my students fail to proofread for grammar, spelling, syntax, etc.; I’m not sure whether this is due to carelessness or a lack of knowledge about grammar and spelling conventions.


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