Now I have read it, but it doesn’t describe at all how I write. Okay, maybe the part about carrying an idea around and having little subideas attach themselves like iron filings to a magnet. But my writing isn’t a “process”; it just flows. Especially in poems, it’s as if the Universe is guiding my cursor. I don’t want to overthink writing. I just want to write. Work my way down to that —30— every week.
Do you think your students profited from closely reading Murray and answering your questions? If so, I am content to be an outlier.
When I read the Murray piece for the first time, I recognized things I already knew about. It gave me confidence in my way of writing. To your question about students, many have no idea how to get started. The questions were actually meant to show them how to think about a piece, and they worked in a table group to discuss and help each other. Some were afraid to try fearing failure. That’s why I did an end of semester portfolio. I showed them how to have fun and explore writing without fear of failure while trying to learn something new. It may be a longshot, but I hope I can reach some educators who are looking for better ways to teach writing. Students trusted me. And of course we have three children and four grandchildren who are avid readers and writers because we read to them and taught them how to write. Thanks for asking!
Agreed. Murray chose the word “process” for his article. He was a journalist, and having a real writer talk about it worked better with students. I was also a real journalist, which is why in the first two years of teaching journalism our high school newspaper won top 10 in the country—and why I was recruited to advise the Wilson HS Statesman for 10 years before transferring to Benson.
Dear Rob,
Now I have read it, but it doesn’t describe at all how I write. Okay, maybe the part about carrying an idea around and having little subideas attach themselves like iron filings to a magnet. But my writing isn’t a “process”; it just flows. Especially in poems, it’s as if the Universe is guiding my cursor. I don’t want to overthink writing. I just want to write. Work my way down to that —30— every week.
Do you think your students profited from closely reading Murray and answering your questions? If so, I am content to be an outlier.
When I read the Murray piece for the first time, I recognized things I already knew about. It gave me confidence in my way of writing. To your question about students, many have no idea how to get started. The questions were actually meant to show them how to think about a piece, and they worked in a table group to discuss and help each other. Some were afraid to try fearing failure. That’s why I did an end of semester portfolio. I showed them how to have fun and explore writing without fear of failure while trying to learn something new. It may be a longshot, but I hope I can reach some educators who are looking for better ways to teach writing. Students trusted me. And of course we have three children and four grandchildren who are avid readers and writers because we read to them and taught them how to write. Thanks for asking!
I love using-30- too. I found a paper I wrote from 1967 about how I write tonight. The fascination started early — I was 13!
Cheers— Rob
Rob, a couple of things that have nothing to do with the Murray article.
1. I’m charmed that you sign off with —30—. I do, too, at frangardner.substack.com.
2. I’ve no use for the term “process." It’s not the prewriting process. It’s prewriting.
Now, maybe I’ll read the long take, but since I never have trouble writing (no writer’s block), I might not need it.
Agreed. Murray chose the word “process” for his article. He was a journalist, and having a real writer talk about it worked better with students. I was also a real journalist, which is why in the first two years of teaching journalism our high school newspaper won top 10 in the country—and why I was recruited to advise the Wilson HS Statesman for 10 years before transferring to Benson.