Solutions, not Problems

In this chapter, I felt Williams finally gave the writer a little leeway, as well as a little credit. I was pleased to see that the steps of process instruction (although clearly, definitively titled) allowed for interpretation. He wrote that “the process approach recognizes that writing is a very personal activity in numerous respects, which means not only that there are many behaviors that are not universal but also that there is variation within the universals” (Williams 101). Thankfully, not all writers must concoct an outline by means of the Roman numeral system to be defined as “good”.

My writing method is mostly messy, I admit. My inner self recoils at the thought of completing an outline, especially one controlled by those nasty Roman numerals. As Amber noted, I was more concerned about getting the format of the outline wrong than I was about focusing on the content, and the flow, of what would eventually become my paper. I always performed worse when forced to write by one. That doesn’t go to say that an outline isn’t a highly effective process for some individuals. In the classroom, I feel that teachers should present the idea, and allow for variation or substitution, as long as it works positively and effectively for that individual.

I have mixed feelings about peer revision groups. In high school, we seemed to read each other’s papers in a shy, considerate manner, blushing about the ears as we made small suggestions. During my first composition class in college, however, students ripped each other apart, scribbling away with their sadistic red pens. I was even accused of using a thesaurus. (As if that’s a bad thing? What writer always knows how best to say what they want at all times?) That classroom’s blunt eagerness to destroy each other’s personal voice had such a negative impact on me that, to this day, I feel sick knowing that a peer review will take place.

Teachers who use the method of peer reviews need to tread carefully. There is a fine line between useless nicety and soul-crushing ridicule that the teacher, as a coach, needs to supervise. After all, a coach can never be solely one of candy commentary- an athlete needs to grow, to improve. Likewise, harsh criticism will ultimately ensure that the player never returns. As facilitators, it is the duty of the teacher to create a safe classroom environment. Without this, peer reviews will never work, and if they are insisted upon, will so be followed grudgingly.

Overall, I felt that Williams tried to present the solutions, rather than the problems, in this chapter, which was a definite improvement over last week’s readings. Suggestions on how to overcome the abundant holes in our current education system are far more useful to me than merely lazily pointing out the cause of our deficiencies, with little else but an accompanying sneer.