To Write for Class or to not Write for Class? . . . That is the Question

Being a lover of writing I tend to let my mind wander on different genre's of literature as a mental release of stress or just to be creative out of sheer boredom. Whether I'm writing a paper for a class or I decided that I wanted to write a short story or a poem to kill time, my mind always runs when my hands are the feet.

With that said, when I free lance or have a set proposal my writing processes may appear to be the same regardless if I'm writing a piece just to give to a friend to enjoy or whether its a work that would determine my final grade for a class. Pre-writing, proof- reading, researching, and editing and writing are the processes that I follow whenever I write for any particular reason.Chapter four of the Tutor Writing guide discusses that there are three main stages of the writing process: pre- writing, writing, and editing. These stages are called the stage- process model which I do follow with a few addition components added.

When in high school whenever there was a moment that we had to write a prompt the whole brainstorming concept never was a happy part of writing for me.I always felt like there was a hesitation of writing whenever I had to brainstorm about the topic at hand. I like to write freely putting all of the ideas that swim around in my head onto paper until I'm unable to write any further without any worries of grammar or sentence structures. After I'm finished I then go over the work and look for any mistakes or any details that needs to be added/deleted from the work. Rewriting, as stated on page 22, is a major stage that occurs during the writing process as well. Followed by research, that could be research a literally work that was discussed in class or going over a novel that Ive once read before to obtain notes or pointers on how to write a short story of leisure, I complete the writing process. All of the document errors, unwanted details, and much need details are then added or depleted from the work.

After the cognitive processes ( generating, translating, and reviewing) are then presented with the writing processes used in my personal  or academic writing, the components (memory, the piece so far,  the rhetorical situation) of the this process are considered until my preferred audience has had a sample of the developed work. In other words, my professors or peers who are reading and critiquing my work inform me of my errors and whats lacking in my work. It is here that the rhetorical situation  component of the cognitive process gets put into action because I then go back to the editing/writing stage and make improvements based on the direction of my audience (professor or peers).

When being a writing consultant, I believe that presenting the writer with the pre-writing, proof reading, research, writing, and editing processes would be helpful. However, presenting these processes are only suggestions to the writer to make writing easier but it is the writer who will eventually know what writing processes will be good for them in there time of writing.

What did I get from Chapters 1-3 that shaped what writing centers are to me

After reading the first three chapters of  Tutor Writing: A Practical Guide for Conferences I've gained more knowledge about it is that writing centers do. What I liked most about the chapters is that they pieced together not only what writing centers are for but what writing consultants are for as well.

In chapter 1 the Talk/Write theory posed to be helpful for me because of the interaction that is done between the writer and the tutor. The two build a comfort zone with one another with talking and in turn there isn't any awkwardness when it is time to meet with each other. Also, talking helps the writer brings his or her ideas to life and allowing it to be changes made with help from the writing consultant. Writing to me seemed like the final draft of the whole process once the consultant and writer share their ideas with one another the writer then composes a piece that satisfies what he or she wanted his work to be about. With this being done the consultant then is there for support and help, another team building (comfort zone) approach.

Chapter 3 what the rules portion of the book which basically, in my opinion, states that the tutor (or writing consultant) is not, by any chance, a teacher but the writers help and support system. One on  one time is not a cheer leading session where the consultant gives the writer false praise, however, correcting errors shouldn't be the main goal neither. A writing consultant is there to give praise where praise is due and to be of any assistance to a problem in a writers work. Having an editor relationship with the writer nitpicking at every little thing that the writer does wrong but don't allow the writer to believe that his or her work is better than what it is. Going back to the comfort zone that is described as the Theapry part of chapter 3 where there is a bond between the writer and consultant to bring in a comfortable setting.

With the points given I've gotten a greater understanding of what writing centers are for. These points stood out the most to me.