This (mostly reposted/ re-purposed) article is also cross-posted Blogging English, a companion/ mirror blog of sorts, is for and supports an ESL self study group, which means I don't make a habit of marking student writing. Writing is supposed to be the primary focus, not that anyone there has been doing much of that lately.
The lessons in this article go to feed back and editing. Does that makes this article irrelevant to self-paced writing. If you want to write better, you must actually write ~ and the more, the better ~ but feedback and revision are necessary. How much and what kind depends on purpose and audience. Still, handling any kind of writing feedback within DIY (do it yourself) structure is proving problematic.
Dr Davis at Teaching College English writes,
The lessons in this article go to feed back and editing. Does that makes this article irrelevant to self-paced writing. If you want to write better, you must actually write ~ and the more, the better ~ but feedback and revision are necessary. How much and what kind depends on purpose and audience. Still, handling any kind of writing feedback within DIY (do it yourself) structure is proving problematic.
Dr Davis at Teaching College English writes,
I teach developmental composition. In my class, I require 7 essays and 3 rewrites, with a fourth rewrite as optional. Most of the other faculty require between 4 and 6 essays and between 0 and 3 rewrites.
When I was much younger I required 14 essays in a 16-week semester.
I would like to encourage my students to write better, while not having to grade quite so many papers. So when I was reading the CHE forum, this caught my attention.
