Wednesday, November 12, 2008
I agree with Huff & Kline because it is basic writing skills. Expressive nonstop or free writing is one of the practices to develop writing. We can write by don’t have grammar, punctuation, and spelling. We write with the idea. Expressive language is common understanding and revealing a writer. Nonstop writing has technical to make a wide variety of writing which is a vehicle to development. We have a stimulus to to make idea for writing such as songs, newspapers, lyrics, etc.
Tuesday, November 11, 2008
Huff & Kline
I want to confess that i hardly understand the text of Huff & Kline. I just know that the journal can improve cognitive development and there are three functions of language : expressive, transactional and poetic.
I guess that what you said to me in our class last week about free writing, ypu might take it from this text because you said aboutwriting is not product but it is a process which is similar to the idea appeared in this text. Even many educators try to get rid of this approach but I think it is an useful excercise for immature writer.
Even it is difficult to find something to write about, if we classify or manage information that Mcluhan believe we have a lot of it,we will find the issue for our writing.
I guess that what you said to me in our class last week about free writing, ypu might take it from this text because you said aboutwriting is not product but it is a process which is similar to the idea appeared in this text. Even many educators try to get rid of this approach but I think it is an useful excercise for immature writer.
Even it is difficult to find something to write about, if we classify or manage information that Mcluhan believe we have a lot of it,we will find the issue for our writing.
Thursday, November 6, 2008
What is writing and Why do it?
I have just known that a writing is different from an essay when I finished reading Horton's book.
Of what he said, I realize that I can do a writing only. I do hope all his advices can lead me to achieve what he has called -- essay.
Of what he said, I realize that I can do a writing only. I do hope all his advices can lead me to achieve what he has called -- essay.
Khun Am's Post
Dear teacher
First of all, I would like to say “I’m sorry” for too late in our first assignment. The first time I saw our big papers I thought it will make a lot of work to me and I can not read them all to finish. But when I have read Horton’s theory, although I can not understand some of it, I think I will study this course easier because Horton said we must back to basics and forget the grammar.
About the writing, in my opinion when I have read “what is writing and why do it?” I think writing is a good product of complex thinking. First, when we think of something a lot in our mind or brain, we will approach those thinking to papers for memory. It is a process that we make step by step, we have to think a lot before write our thinking down to a paper so it is not only one time of thinking but we use many times to think and the writing will be proof all the time when we put our pen on the paper.
When I add my “little” comment in the blog, I wrote my opinion in papers and think again and again about how to write and recheck when it done. I don’t know my homework is true but when I reread to my first paragraph I realize that do not pay attention with it and forget the grammar. And I found that this homework is not bad. (Ha ha ha!!!)
Thank you.
First of all, I would like to say “I’m sorry” for too late in our first assignment. The first time I saw our big papers I thought it will make a lot of work to me and I can not read them all to finish. But when I have read Horton’s theory, although I can not understand some of it, I think I will study this course easier because Horton said we must back to basics and forget the grammar.
About the writing, in my opinion when I have read “what is writing and why do it?” I think writing is a good product of complex thinking. First, when we think of something a lot in our mind or brain, we will approach those thinking to papers for memory. It is a process that we make step by step, we have to think a lot before write our thinking down to a paper so it is not only one time of thinking but we use many times to think and the writing will be proof all the time when we put our pen on the paper.
When I add my “little” comment in the blog, I wrote my opinion in papers and think again and again about how to write and recheck when it done. I don’t know my homework is true but when I reread to my first paragraph I realize that do not pay attention with it and forget the grammar. And I found that this homework is not bad. (Ha ha ha!!!)
Thank you.
Khun Pat's Post
I agree with Horton said that rules are important but if we focus on it too much, we may miss the joy of something new because I'm not well in grammar (555). I have thought that I can write in the way I said because it just transfer the idea to others but Horton don't think so he said writing is special kind of language.
I hope this book will demonstrate me about method and technique of writing and make me change my thought that writing is very difficult with his technique as he said "Back to Basics".
November 5, 2008 7:35 PM
I hope this book will demonstrate me about method and technique of writing and make me change my thought that writing is very difficult with his technique as he said "Back to Basics".
November 5, 2008 7:35 PM
What is Writing and Why Do It ?
I agree with Horton in which he said "Somehow, even those on personal subjects, have felt puzzled and then betrayed when we ... a readable form" The reason why I agree with him is it's not easy to write an essay; especially, wiring an academic essays. The writers have to combine all of their knowledge and explain it in easy understanding way. I've been learnt the precis writing, it was extremly difficult. The process of writing a precis is read through the story, then try to summarize and subdue all of data into a readable form.
I've never known that writing is how mind's think, but essays is how thinking about complez issues and we need paper to answer complex questions.
The techniques that he gave in the end was very interesting.
I've never known that writing is how mind's think, but essays is how thinking about complez issues and we need paper to answer complex questions.
The techniques that he gave in the end was very interesting.
Saturday, November 1, 2008
Course Syllabus (Semester 2/2008)
Department of Languages, Faculty of Applied Arts
King Mongkut’s University of Technology North Bangkok
Program in Translation for Education and Business
815406 Research and Report Writing
Semester: 2/2008
Class schedule: Thursday, 6-9 p.m.
Instructor: Karnchanoke Wattanasin, Ph.D.
Technical Education Bldg., Room 703
Office Hours: By appointment
(For contact information, please refer to the hard copy of the syllabus.)
Course Description
This course focuses primarily on the development of students’ skills in writing in English. Students will be exposed to a myriad of writing practices, ranging from expressive to academic writing, as well as reading texts pertaining to writing and translation research (TR). Major course activities include reading, class discussion, writing essays, peer review of students’ writing, and conferencing with the instructor. Students will read articles and chapters, and write to express their thoughts and to comment on the texts they have read.
Objectives
In this course, students will:
1. Learn and practice writing skills that will help them to write;
2. Read texts pertaining to writing and translation research and comments on the texts; and
3. Write multiple drafts of essays and reports based on their reading and class discussions, and a proposal for a translation research.
Evaluation
The assessment of this course is principally based on students’ on-line evaluation-free journals at http://815406.blogspot.com/, essay writing and submission, and class participation. Class essays include:
1. Weekly on-line journal entries discussing the reading they are assigned, at least one double-spaced A4 page in length. All journal entries must be submitted 3 days prior to each class.
2. 6 Reflection essays (Rs): 1-2 double-spaced pages each.
3. 5 Academic essays (As): 2-3-page academic essays. For two of these academic essays, students are required to read and discuss one qualitative translation research paper and one quantitative translation research paper of their choice. Each A essay must be accompanied by an abstract of the research being discussed.
If a date is not specified by the instructor for a revision of each composition, students are required to revise and submit the text after they receive feedback from the instructor and/or peers. Hard copies are required for all primary drafts, while final drafts may be submitted electronically. Students are also required to make multiple hard copies for their classmates for peer review. During the last week of class, each student will submit his/her portfolio—a collection of written works he/she has completed during the semester, which includes both first and final drafts of: 6 on-line journals, R6 and 3 other Rs, and the research proposal (A5) and 3 other As. There is no midterm or final examination. Evaluation is divided into:
Participation and on-line journal entries 29%
Individual essay submission and revision 21%
Research proposal 20%
Portfolio 30%
Total 100%
Readings and References
APA style essentials. (n.d.). Retrieved October 27, 2007, from http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
Carnicelli, T. A. (1980). The writing conference: A one-to-one conversation. In T. R. Donovan & B. W. McClelland (Eds.). Eight approaches to teaching composition (pp. 101-131). Urbana, IL: NCTE.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks: Sage Publications.
Elbow, P. (1998). Writing with power. New York: Oxford University Press.
Elbow, P. (2000). Everyone can write. New York: Oxford university Press.
Flower, L. (1979). Writer-based prose: A cognitive basis for problems in writing. College English, 41, 19-37, Reprinted in Leeds, B. (Ed.). (1996). Writing in a second language: Insights from first and second language teaching and research. New Jersey: Longman.)
Hayakawa, S. I. & Hayakawa, A. R. (1990). Language in thought and action. San Diego: Harcourt Brace Jovanovich, Publishers.
Horton, S. R. (1982). Thinking through writing. Baltimore: The John Hopkins University Press.
Huff, R. & Kline, C. R., Jr. (1987). The contemporary writing curriculum. New York: Teachers College Press.
Leeds, B. (2003). How to teach EFL/ESL writing: A basic guide for Thai teachers. PASAA, 34, 80-102.
Leki, I. (1998). Academic writing: Exploring processes and strategies (2nd ed.). Cambridge: Cambridge University Press.
Mittan, R. (1989). The peer review process: Harnessing students’ communicative power. In D. M. Johnson & D. H. Roen (Eds.). Richness in writing. New York: Longman.
Murray, D. M. (1982). Teaching the other self: The writer’s first reader. College Composition and Communication, 33, 140-147.
Murray, D. M. (2004). The craft of revision (5th edition). Canada: Thomson Heinle.
Paraphrasing. (n.d.). Retrieved June 16, 2007, from http://owl.english.purdue.edu/owl/resource/619/01/
Perl, S. (1980). Understanding composing. Reprinted in S. Perl (Ed.). Landmark essays on writing process (pp. 99-105). CA: Hermagoras Press.
Rose, M. (1980). Rigid rules, inflexible plans, and the stifling of language: A cognitivist analysis of writer’s block. Reprinted in S. Perl (Ed.). Landmark essays on writing process (pp. 85-97). CA: Hermagoras Press.
Spatt, B. (1991). Writing from sources (3rd edition). New York: St. Martin’s Press.
Williams, J. M. (1990). Style. Chicago: The University of Chicago Press.
Course Outline
ICW = In-class writing
AD = Assignment due
HW = Homework
1 Oct 30 Course orientation, Pre-writing activities I
ICW: R1.1 Me
AD: None
HW: Read Horton (1982) and write your comments on-line.
2 Nov 6 Writing as a vehicle for thinking and discovery of ideas; Pre-writing activities II
ICW: R2.1 The most wonderful person, place, or thing on the planet
AD: R1.1
HW: Read Huff & Kline (1987) and comment.
3 Nov 13 Expressive and transactional writing; Pre-writing activities III
ICW: R3.1 My writing vs. my translation
AD: R2.1
HW: Read Rose (1980) and comment.
4 Nov 20 Writer’s block; Reading and summary writing
ICW: Pre-A1.1 Blockers and non-blockers: A discussion of Rose (1980) in relation to my writing problems and successes
AD: R3.1
HW: Read Perl (1980) and comment.
5 Nov 27 Writing as a process: Multiple-draft writing; Quoting
ICW: A1.1 Blockers and non-blockers: A discussion of Rose (1980) in relation to my writing problems and successes
AD: None
HW: Read Murray (1982) and comment.
6 Dec 4 A writer’s two selves; Tip of the iceberg; Paraphrasing
ICW: A2.1 Paraphrases from Murray (1982)
AD: A1.1
HW: For next week’s journal entry, discuss what you think qualitative translation research is.
7 Dec 11 (No reading, each student reading a TR in preparation for their in-class writing) Conducting research; A research paper: The APA style
ICW: A3.1 Summary of a qualitative TR
AD: A2.1
HW: Read Mittan (1989) and comment.
8 Dec 18 Peer review
ICW: Peer review of A3.1
AD: A3.1
HW: Read Chapter 3 in Williams (1990) and comment.
Dec 22-28 No class (Midterm week)
AD: None
9 Jan __ (Make-up for Jan 1) Local clarity and cohesion
ICW: R4.1 What I know and what I want to know about translation
AD: A3.2
HW: Read Chapters 5 and 6 in Williams (1990) and comment.
10 Jan 8 Coherence; Organization and outlines
ICW: R5.1 Writing an essay: Problems and suggestions
AD: R4.1
HW: For next week’s journal entry, discuss what you think quantitative translation research is.
11 Jan 15 (No reading, each student reading a TR in preparation for their in-class writing) Quantitative vs. qualitative research
ICW: A4.1 Summary of a quantitative TR
AD: R5.1
HW: Read Flower (1979) and comment.
12 Jan 22 Writer-based and reader-based prose
ICW: Peer review of A4.1
AD: A4.1
HW: Read Hayakawa & Hayakawa (1990) and comment.
13 Jan 29 The power of writing and thinking: Abstraction ladder and stereotypes; Proposal writing
ICW: A5.1 Proposal for your TR
AD: None
HW: Read Murray (2004) and comment.
14 Feb 5 Editing
ICW: Peer review of A5.1
AD: A4.2 & A5.1
HW: Read Elbow (2000) and comment.
15 Feb 12 Voice, Conclusion to course
AD: None
HW: Write R6 Reflection on this course and on writing
Feb 19 No class (Final week)
AD: Portfolio
King Mongkut’s University of Technology North Bangkok
Program in Translation for Education and Business
815406 Research and Report Writing
Semester: 2/2008
Class schedule: Thursday, 6-9 p.m.
Instructor: Karnchanoke Wattanasin, Ph.D.
Technical Education Bldg., Room 703
Office Hours: By appointment
(For contact information, please refer to the hard copy of the syllabus.)
Course Description
This course focuses primarily on the development of students’ skills in writing in English. Students will be exposed to a myriad of writing practices, ranging from expressive to academic writing, as well as reading texts pertaining to writing and translation research (TR). Major course activities include reading, class discussion, writing essays, peer review of students’ writing, and conferencing with the instructor. Students will read articles and chapters, and write to express their thoughts and to comment on the texts they have read.
Objectives
In this course, students will:
1. Learn and practice writing skills that will help them to write;
2. Read texts pertaining to writing and translation research and comments on the texts; and
3. Write multiple drafts of essays and reports based on their reading and class discussions, and a proposal for a translation research.
Evaluation
The assessment of this course is principally based on students’ on-line evaluation-free journals at http://815406.blogspot.com/, essay writing and submission, and class participation. Class essays include:
1. Weekly on-line journal entries discussing the reading they are assigned, at least one double-spaced A4 page in length. All journal entries must be submitted 3 days prior to each class.
2. 6 Reflection essays (Rs): 1-2 double-spaced pages each.
3. 5 Academic essays (As): 2-3-page academic essays. For two of these academic essays, students are required to read and discuss one qualitative translation research paper and one quantitative translation research paper of their choice. Each A essay must be accompanied by an abstract of the research being discussed.
If a date is not specified by the instructor for a revision of each composition, students are required to revise and submit the text after they receive feedback from the instructor and/or peers. Hard copies are required for all primary drafts, while final drafts may be submitted electronically. Students are also required to make multiple hard copies for their classmates for peer review. During the last week of class, each student will submit his/her portfolio—a collection of written works he/she has completed during the semester, which includes both first and final drafts of: 6 on-line journals, R6 and 3 other Rs, and the research proposal (A5) and 3 other As. There is no midterm or final examination. Evaluation is divided into:
Participation and on-line journal entries 29%
Individual essay submission and revision 21%
Research proposal 20%
Portfolio 30%
Total 100%
Readings and References
APA style essentials. (n.d.). Retrieved October 27, 2007, from http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
Carnicelli, T. A. (1980). The writing conference: A one-to-one conversation. In T. R. Donovan & B. W. McClelland (Eds.). Eight approaches to teaching composition (pp. 101-131). Urbana, IL: NCTE.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks: Sage Publications.
Elbow, P. (1998). Writing with power. New York: Oxford University Press.
Elbow, P. (2000). Everyone can write. New York: Oxford university Press.
Flower, L. (1979). Writer-based prose: A cognitive basis for problems in writing. College English, 41, 19-37, Reprinted in Leeds, B. (Ed.). (1996). Writing in a second language: Insights from first and second language teaching and research. New Jersey: Longman.)
Hayakawa, S. I. & Hayakawa, A. R. (1990). Language in thought and action. San Diego: Harcourt Brace Jovanovich, Publishers.
Horton, S. R. (1982). Thinking through writing. Baltimore: The John Hopkins University Press.
Huff, R. & Kline, C. R., Jr. (1987). The contemporary writing curriculum. New York: Teachers College Press.
Leeds, B. (2003). How to teach EFL/ESL writing: A basic guide for Thai teachers. PASAA, 34, 80-102.
Leki, I. (1998). Academic writing: Exploring processes and strategies (2nd ed.). Cambridge: Cambridge University Press.
Mittan, R. (1989). The peer review process: Harnessing students’ communicative power. In D. M. Johnson & D. H. Roen (Eds.). Richness in writing. New York: Longman.
Murray, D. M. (1982). Teaching the other self: The writer’s first reader. College Composition and Communication, 33, 140-147.
Murray, D. M. (2004). The craft of revision (5th edition). Canada: Thomson Heinle.
Paraphrasing. (n.d.). Retrieved June 16, 2007, from http://owl.english.purdue.edu/owl/resource/619/01/
Perl, S. (1980). Understanding composing. Reprinted in S. Perl (Ed.). Landmark essays on writing process (pp. 99-105). CA: Hermagoras Press.
Rose, M. (1980). Rigid rules, inflexible plans, and the stifling of language: A cognitivist analysis of writer’s block. Reprinted in S. Perl (Ed.). Landmark essays on writing process (pp. 85-97). CA: Hermagoras Press.
Spatt, B. (1991). Writing from sources (3rd edition). New York: St. Martin’s Press.
Williams, J. M. (1990). Style. Chicago: The University of Chicago Press.
Course Outline
ICW = In-class writing
AD = Assignment due
HW = Homework
1 Oct 30 Course orientation, Pre-writing activities I
ICW: R1.1 Me
AD: None
HW: Read Horton (1982) and write your comments on-line.
2 Nov 6 Writing as a vehicle for thinking and discovery of ideas; Pre-writing activities II
ICW: R2.1 The most wonderful person, place, or thing on the planet
AD: R1.1
HW: Read Huff & Kline (1987) and comment.
3 Nov 13 Expressive and transactional writing; Pre-writing activities III
ICW: R3.1 My writing vs. my translation
AD: R2.1
HW: Read Rose (1980) and comment.
4 Nov 20 Writer’s block; Reading and summary writing
ICW: Pre-A1.1 Blockers and non-blockers: A discussion of Rose (1980) in relation to my writing problems and successes
AD: R3.1
HW: Read Perl (1980) and comment.
5 Nov 27 Writing as a process: Multiple-draft writing; Quoting
ICW: A1.1 Blockers and non-blockers: A discussion of Rose (1980) in relation to my writing problems and successes
AD: None
HW: Read Murray (1982) and comment.
6 Dec 4 A writer’s two selves; Tip of the iceberg; Paraphrasing
ICW: A2.1 Paraphrases from Murray (1982)
AD: A1.1
HW: For next week’s journal entry, discuss what you think qualitative translation research is.
7 Dec 11 (No reading, each student reading a TR in preparation for their in-class writing) Conducting research; A research paper: The APA style
ICW: A3.1 Summary of a qualitative TR
AD: A2.1
HW: Read Mittan (1989) and comment.
8 Dec 18 Peer review
ICW: Peer review of A3.1
AD: A3.1
HW: Read Chapter 3 in Williams (1990) and comment.
Dec 22-28 No class (Midterm week)
AD: None
9 Jan __ (Make-up for Jan 1) Local clarity and cohesion
ICW: R4.1 What I know and what I want to know about translation
AD: A3.2
HW: Read Chapters 5 and 6 in Williams (1990) and comment.
10 Jan 8 Coherence; Organization and outlines
ICW: R5.1 Writing an essay: Problems and suggestions
AD: R4.1
HW: For next week’s journal entry, discuss what you think quantitative translation research is.
11 Jan 15 (No reading, each student reading a TR in preparation for their in-class writing) Quantitative vs. qualitative research
ICW: A4.1 Summary of a quantitative TR
AD: R5.1
HW: Read Flower (1979) and comment.
12 Jan 22 Writer-based and reader-based prose
ICW: Peer review of A4.1
AD: A4.1
HW: Read Hayakawa & Hayakawa (1990) and comment.
13 Jan 29 The power of writing and thinking: Abstraction ladder and stereotypes; Proposal writing
ICW: A5.1 Proposal for your TR
AD: None
HW: Read Murray (2004) and comment.
14 Feb 5 Editing
ICW: Peer review of A5.1
AD: A4.2 & A5.1
HW: Read Elbow (2000) and comment.
15 Feb 12 Voice, Conclusion to course
AD: None
HW: Write R6 Reflection on this course and on writing
Feb 19 No class (Final week)
AD: Portfolio
Saturday, September 20, 2008
The Peer Review Process
Mittan started by telling the process of the peer review that are
· Firstly, students read their peers’ writing and then answer some questions those focus on specific areas of the peers’ writing in a questionnaire. They can do this step at anywhere, whether in class or not.
· A second step, in general, on the following class period, the students talk about their comment on the writing with each other.
· In a third step, the teacher read and respond on both the original writing and the comments on the peer review sheet.
· The final step, after the students repeat a several peer review during the term, each student review their own writing and then the teacher comment their reviews.
Then, he showed the benefits of peer reviews which are
1. In peer reviews, there are reactions, questions, and responses from the virtual reviewers. They differ from a teacher who try to make a comment as a reader position but impracticality.
2. There are more respond from multiple perspectives and mutual review compare to only one respond from a teacher.
3. While they are reviewed, they are also the reviewer. So, they should learn more about the reader’s needs.
4. In general, a writing review is more difficult than a writing. The students should learn more and gain confidence.
5. The peer view help a teacher in writing teaching.
I agree with Mittan’s views on the benefits from a peer reviews because I get those benefits by myself except the last one that is not a benefit of my position.
· Firstly, students read their peers’ writing and then answer some questions those focus on specific areas of the peers’ writing in a questionnaire. They can do this step at anywhere, whether in class or not.
· A second step, in general, on the following class period, the students talk about their comment on the writing with each other.
· In a third step, the teacher read and respond on both the original writing and the comments on the peer review sheet.
· The final step, after the students repeat a several peer review during the term, each student review their own writing and then the teacher comment their reviews.
Then, he showed the benefits of peer reviews which are
1. In peer reviews, there are reactions, questions, and responses from the virtual reviewers. They differ from a teacher who try to make a comment as a reader position but impracticality.
2. There are more respond from multiple perspectives and mutual review compare to only one respond from a teacher.
3. While they are reviewed, they are also the reviewer. So, they should learn more about the reader’s needs.
4. In general, a writing review is more difficult than a writing. The students should learn more and gain confidence.
5. The peer view help a teacher in writing teaching.
I agree with Mittan’s views on the benefits from a peer reviews because I get those benefits by myself except the last one that is not a benefit of my position.
The Writing Conference
A writing conference is a discussion between only two parties, a teacher and a student, about his or her writing. A conference may take as much time as the parties like, it can be a few seconds or many hours. It can do in anyplace, such as a corner of a classroom, cafeteria or teacher’s office. It may be done by telephone. Carnicelli also described the word “a student” that is not “a class”. In writing conference, they talk together rather than written comments.
Carnicelli showed many advantages in using the writing conference, such as
· A student likes the conference method because it serve for individual demand.
· During the conference, a student has a privacy and feel in security.
· It save time for the teacher because it use taking instead of writing, a written comments take time.
· For a teacher, it is easier to talk than to write about complex problem.
· In conference, it has a two-way communication unlike only one-way communication in written comments. A student can ask or explain whatever he or she desires. Then, the student can learn more.
· It can increase the teacher’s effectiveness while actually decreasing the amount of teaching time.
Next, Carnicelli suggested for the role of conference teacher. Finally, he displayed two examples of conversation between a student and a teacher from some writing conference.
Carnicelli showed many advantages in using the writing conference, such as
· A student likes the conference method because it serve for individual demand.
· During the conference, a student has a privacy and feel in security.
· It save time for the teacher because it use taking instead of writing, a written comments take time.
· For a teacher, it is easier to talk than to write about complex problem.
· In conference, it has a two-way communication unlike only one-way communication in written comments. A student can ask or explain whatever he or she desires. Then, the student can learn more.
· It can increase the teacher’s effectiveness while actually decreasing the amount of teaching time.
Next, Carnicelli suggested for the role of conference teacher. Finally, he displayed two examples of conversation between a student and a teacher from some writing conference.
Wednesday, September 10, 2008
Rewrite with Clarity
Twenty ways to unfinal a draft is good idea for rewriting, but it is dificult for beginner to do that . For the writing development, I think that twenty ways are complex, becuase It is too difficult for me to select the best way from twenty ways for rewriting. What is the best way and why? I do not know what is the weekness of my writing. If I get the comments from a teacher, I know what is the best way that I use to rewrite.
I like the concepts of the attiude of the editing writer. It support the writer to rewrite the draft. Such attitude make feeling creation for rewrite the draft.
Murray said that "Editing is not punishment, but opportunity."(p.220) I love this speech, becuase It is positive thinking. I recieved many comments from teacher and friends, when we do peer review. I feel good, becuase such comments are useful to develope my writing. It is oportunity for rewrite the draft. the draft will be better.
Best Regards
Banna Wanishyanun
I like the concepts of the attiude of the editing writer. It support the writer to rewrite the draft. Such attitude make feeling creation for rewrite the draft.
Murray said that "Editing is not punishment, but opportunity."(p.220) I love this speech, becuase It is positive thinking. I recieved many comments from teacher and friends, when we do peer review. I feel good, becuase such comments are useful to develope my writing. It is oportunity for rewrite the draft. the draft will be better.
Best Regards
Banna Wanishyanun
Tuesday, September 9, 2008
Rewrite with Clarity
Dear all,
This article is interesting and fun. The author, Murray (2004), give suggestions that useful for revision writing. She inform about her experience when she edit her draft. Furthermore, she guides how to rewrite the draft.
I agree with the sentence that “[t]he purpose of writing is not to show the writer at work but to discover meaning and communicate it directly to a reader who should not be aware of the writer but the writing” (p.232).
Moreover, she talks about “The Tools of Revision”. I always use these tools in my drafts when I rewrite them. I agree with the author and realized that these tools can help me to make the drafts clearer.
Finally, I like this article because Murray suggests many things that are valuable for the writers and me to rewrite the draft. For example, she explains about “Twenty Ways to Unfinal a Draft” (p. 118), “the Attitude of the Editing Writer” (p. 220), “Interview Your Draft” (p. 222), “Solutions to Common Editing problems” (p. 226), etc. These are good for my revision.
Thanks
Best regards,
Jib
This article is interesting and fun. The author, Murray (2004), give suggestions that useful for revision writing. She inform about her experience when she edit her draft. Furthermore, she guides how to rewrite the draft.
I agree with the sentence that “[t]he purpose of writing is not to show the writer at work but to discover meaning and communicate it directly to a reader who should not be aware of the writer but the writing” (p.232).
Moreover, she talks about “The Tools of Revision”. I always use these tools in my drafts when I rewrite them. I agree with the author and realized that these tools can help me to make the drafts clearer.
Finally, I like this article because Murray suggests many things that are valuable for the writers and me to rewrite the draft. For example, she explains about “Twenty Ways to Unfinal a Draft” (p. 118), “the Attitude of the Editing Writer” (p. 220), “Interview Your Draft” (p. 222), “Solutions to Common Editing problems” (p. 226), etc. These are good for my revision.
Thanks
Best regards,
Jib
Monday, September 8, 2008
REWRITE WITH CLARITY
hI ALL AND SAwasdee krab Archan Kanchanoke!
I haven't written in this blog for along time, I want to tell you that I am very sorry.
-RICHARD FORD said "Just to write a good sentence - tha 's the postulate I go by. I guess I've always felt that if you could keep a kind of fidelity toward the individual sentence, that you could work toward the rest" I agree with him in above.
In this Chapter10 (Murray 2004) after I read it. Murray tell how to rewrite . if you watch a painter at work, you will see her step back from the canvas. Yet many beginning writers find it difficult to stand back and take what they think is a final first draft and treat it like a beginning draft needing change, cutting, adding, moving around.
In this article Murray suggested many things in how to rewrite such as Twenty Ways to Unfinal a Draft, The attitude of the editing writer, Interview your draft, and Solutions to Common editing Problemes. All are very important for the writer who is the writing beginner because it can help our good writing. and you also bring it to help your writing. Murray gave me about how to rewite draft and how to edit my drrafts. I think that it is very useful for me that I will take it to my writing in the next . I hope that you will take it for helping your writing na karb \
thank you
see you then
I haven't written in this blog for along time, I want to tell you that I am very sorry.
-RICHARD FORD said "Just to write a good sentence - tha 's the postulate I go by. I guess I've always felt that if you could keep a kind of fidelity toward the individual sentence, that you could work toward the rest" I agree with him in above.
In this Chapter10 (Murray 2004) after I read it. Murray tell how to rewrite . if you watch a painter at work, you will see her step back from the canvas. Yet many beginning writers find it difficult to stand back and take what they think is a final first draft and treat it like a beginning draft needing change, cutting, adding, moving around.
In this article Murray suggested many things in how to rewrite such as Twenty Ways to Unfinal a Draft, The attitude of the editing writer, Interview your draft, and Solutions to Common editing Problemes. All are very important for the writer who is the writing beginner because it can help our good writing. and you also bring it to help your writing. Murray gave me about how to rewite draft and how to edit my drrafts. I think that it is very useful for me that I will take it to my writing in the next . I hope that you will take it for helping your writing na karb \
thank you
see you then
Rewrite with clarity
This article are techniques in writing with clarity. I think twenty ways to unfinal a draft is the best ways but I like the attitude of the editing writer, especially "My Ear Is a Better Editor Than My Eye" (p.221). Because of it makes me understand writing and attitude in writing. Sometimes I wrote my essays I spoke with myself because I get idea and I can write my essay very well.
A technique that I like is "the tools of revision" (p.233) such as cross out, take out, put back in, transpose, insert, move, period, capital. When I write, I use these for first draft. I think it's very good that Ajan Karn gave to read this article.
A technique that I like is "the tools of revision" (p.233) such as cross out, take out, put back in, transpose, insert, move, period, capital. When I write, I use these for first draft. I think it's very good that Ajan Karn gave to read this article.
rewrite with clarity
Dear all,
Last week was the toughest period for me. I had to work very hard to cover political situations of the country and that’s why I did not have time to sit in the class. Furthermore, I have got a flu since then.
Having read the text written by Murray 2004, I understand that the writer was telling us ways how to rewrite our stories. The writer gave her tips, tactics and examples of the rewritten and edited sentences. The writer cited the poet John Ciardi, saying that the last act of the writing must be to become one’s own reader. ( p 218) I do agree with it. Furthermore, the writer wanted all writers to become like painters at work who always step back to look at their works critically what has been done and has not been done so that they would return to do more.
I also agreed with the writer who believed that junior writers are always bored with rewriting and editing. They also send their first drafts after finishing them. Like me I have done it before. That may be because of my laziness or my limited knowledge in rewriting and editing. But now I have already changed my writing style. I will try to read my first draft repeatedly to see and find what may be missing from the story so that I would add it before the submission. Furthermore such a practice help me improve my writing.
Murray the writer gave very useful tips that help me rewrite and edit stories. Wow I love it, indeed.
Thanks/ anucha
Last week was the toughest period for me. I had to work very hard to cover political situations of the country and that’s why I did not have time to sit in the class. Furthermore, I have got a flu since then.
Having read the text written by Murray 2004, I understand that the writer was telling us ways how to rewrite our stories. The writer gave her tips, tactics and examples of the rewritten and edited sentences. The writer cited the poet John Ciardi, saying that the last act of the writing must be to become one’s own reader. ( p 218) I do agree with it. Furthermore, the writer wanted all writers to become like painters at work who always step back to look at their works critically what has been done and has not been done so that they would return to do more.
I also agreed with the writer who believed that junior writers are always bored with rewriting and editing. They also send their first drafts after finishing them. Like me I have done it before. That may be because of my laziness or my limited knowledge in rewriting and editing. But now I have already changed my writing style. I will try to read my first draft repeatedly to see and find what may be missing from the story so that I would add it before the submission. Furthermore such a practice help me improve my writing.
Murray the writer gave very useful tips that help me rewrite and edit stories. Wow I love it, indeed.
Thanks/ anucha
Sunday, September 7, 2008
REWRITE WITH CLARITY
As a writer is the first reader, Murray said that he first clarify his writing by getting distance himself from his ego and try to read as a stranger (p. 218). I agree with him about that but I don't agree with his suggestion of Imagine the Reader, in the topic of "the Attitute of the Editing Writer" (p. 220) -- when I read this part I feel like why I have to pretend to act like others; I don't think that I can do. I think I can get myself distance to be as a reader by using the questions in the topic of "Interview Your Draft" (p. 222-226).
Edit in Many Short Bursts of Time in the topic of "How to Edit a Boring Draft so It Isn't" (p.229) is the way I use when write or rewrite an essay -- reward myself after I finish a task. ^o^ On the other hand, as Alexander Calder said "If you keep working, inspiration comes" (p. 232), I agree with this too although it seems contradict Edit in Many Short Bursts of Time. It depends. (This now makes me think of "blocker" and "non-blocker".)
I have a question about the tool of revision shown in the article such as Cross out, Take out, Put back in, Transpose, Insert, Move, Period and Capital (p. 233). My question is; Are these tools of revision standard??
In the topic "the Student's Reaction to Professional Editing", I feel in the same way with Roger LePage, the student, about repetition. Also I agree with his idea of sound (see also p. 246).
There are many sentences in the article I really like and agree although some of them confuse me a bit, such as
"Writing's job is not to be correct but to communicate meaning (p. 222).",
"A new seeing does not mean a new view but a new way of looking at the familiar (p.232).", etc.
p.s. "The good writing student[s] will listen to what the readers of [their] drafts have to say ..... but will resist when necessary (p. 245)."
Edit in Many Short Bursts of Time in the topic of "How to Edit a Boring Draft so It Isn't" (p.229) is the way I use when write or rewrite an essay -- reward myself after I finish a task. ^o^ On the other hand, as Alexander Calder said "If you keep working, inspiration comes" (p. 232), I agree with this too although it seems contradict Edit in Many Short Bursts of Time. It depends. (This now makes me think of "blocker" and "non-blocker".)
I have a question about the tool of revision shown in the article such as Cross out, Take out, Put back in, Transpose, Insert, Move, Period and Capital (p. 233). My question is; Are these tools of revision standard??
In the topic "the Student's Reaction to Professional Editing", I feel in the same way with Roger LePage, the student, about repetition. Also I agree with his idea of sound (see also p. 246).
There are many sentences in the article I really like and agree although some of them confuse me a bit, such as
"Writing's job is not to be correct but to communicate meaning (p. 222).",
"A new seeing does not mean a new view but a new way of looking at the familiar (p.232).", etc.
p.s. "The good writing student[s] will listen to what the readers of [their] drafts have to say ..... but will resist when necessary (p. 245)."
Take care
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