Ever since I became a teacher, I have developed a greater appreciation for authors and their personal crafts. Now, I actually take the time to evaluate authors' various writing styles and take note on ways I can improve my own craft. On page 13, Hicks (2013) offers the idea of “studying craft by slowing down.” I find myself carefully examining an author’s craft based upon the mood or genre an author as chosen to write in as a way to determine an appropriate meaning for a particular text. Often times, I study an author’s craft as Hicks (2013) would consider as ‘starting small’ as I evaluate traditional texts. I am the type of learner that needs to study material in an step by step order. I cannot multi-task while looking for multiple features or strategies an author uses all at once. Therefore, I must take the time to read through a text multiple times, looking for different features used to solidify my understand of an author’s personal craft.
I rarely interact with digital texts because it is hard for me to read educational texts online. I feel like my eyes often skip around while I read. I get easily distracted because I usually only read digital texts if they are on a media platform; for example, skimming a news article or scrolling through my social media feeds. I have never considered the digital tools that Hicks (2013) discussed on page 15 by using graphs, maps or tables as a way to represent or summarize a digital text. In today’s society, I think digital texts can be valuable as traditional texts as long as they are used in a purposeful way. Students need to be taught how to interact with digital texts appropriately so that they are not wasting their time wandering on something else offered in the text like unnecessary videos or hyperlinks.
I rarely interact with digital texts because it is hard for me to read educational texts online. I feel like my eyes often skip around while I read. I get easily distracted because I usually only read digital texts if they are on a media platform; for example, skimming a news article or scrolling through my social media feeds. I have never considered the digital tools that Hicks (2013) discussed on page 15 by using graphs, maps or tables as a way to represent or summarize a digital text. In today’s society, I think digital texts can be valuable as traditional texts as long as they are used in a purposeful way. Students need to be taught how to interact with digital texts appropriately so that they are not wasting their time wandering on something else offered in the text like unnecessary videos or hyperlinks.
On page 16, Hicks (2013) suggests many combinations that can be implemented to aid students to successfully understanding an author’s craft or how to develop their own crafts. Essentially, there is no perfect recipe on how to teach author’s craft. As a teacher, I am always looking for best ways to instruct my students to fully grasp a concept. I think it is difficult to teach author’s craft because it is a essentially a ‘trial and error’ process to see what strategies your students will actually understand and implement within their own writing.
Tompkins (2019) presents the ‘six plus one’ traits of writer’s craft developed by researchers at Education Northwest. These traits include: ideas, organization, voice, word choice, sentence fluency, conventions and presentation. Within my own writing, I tend to focus the most on the 'idea' element. Before I begin writing, I consider my topic and brainstorm ideas that would communicate my topic effectively. I know I need to think about the type of genre that would support my chosen message. Another trait I consciously consider when I write would be the 'voice' element. When I am given more freedom within my writing, my personal voice is always stronger. In almost every piece of writing I develop, I find that the tone of my writing always shines through. I usually make it very clear what my opinion is on a particular topic. The rest of the traits are usually secondary steps I take to improve my rough drafts. For me, I have always struggled within the organization of my writing. I am the type of writer that ‘brain-dumps’ my thoughts so my ideas are often scattered and incoherent. This trait is something I am always working to improve.
Tompkins (2019) presents the ‘six plus one’ traits of writer’s craft developed by researchers at Education Northwest. These traits include: ideas, organization, voice, word choice, sentence fluency, conventions and presentation. Within my own writing, I tend to focus the most on the 'idea' element. Before I begin writing, I consider my topic and brainstorm ideas that would communicate my topic effectively. I know I need to think about the type of genre that would support my chosen message. Another trait I consciously consider when I write would be the 'voice' element. When I am given more freedom within my writing, my personal voice is always stronger. In almost every piece of writing I develop, I find that the tone of my writing always shines through. I usually make it very clear what my opinion is on a particular topic. The rest of the traits are usually secondary steps I take to improve my rough drafts. For me, I have always struggled within the organization of my writing. I am the type of writer that ‘brain-dumps’ my thoughts so my ideas are often scattered and incoherent. This trait is something I am always working to improve.
References
Hicks, T. (2013). Crafting digital writing. Portsmouth, NH: Heinemann.
Tompkins, G. E. (2019). Teaching writing: Balancing process and product (7th ed.).Upper Saddle River, NJ: Merrill.
Denise, you have me intrigued. What authors have you read lately that whose craft you found particularly impressive (or not)?
ReplyDeleteWhat you say in your last statements made me wonder...as you reflect on your own writing process, I wonder whether or not you think about audience and purpose when you are initially drafting your piece (or "brain-dumping" as you say)?