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Short note on writing skills
Short note on writing skills
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So let’s talk about the much-feared affliction called writer’s block. Rather, let’s talk about why I don’t give much credence to it. Here’s my problem. Virtually every discussion of it I’ve ever seen points to some cause that doesn’t have anything to do with writing. There’s a tragedy in the family. Financial stress. A marriage breaks up. Illness. I might even lend some credence to these claims if writing were some ephemeral process that we don’t understand. It isn’t.
Writing is primarily a skill. It’s the organization of ideas within the accepted rules of grammar, and we can even fudge the grammar a little. There are accepted structures in writing. The 5-paragraph essay was popular when I rolled through college and most academic papers follow
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Plot is a known quantity. The specific plot you choose for a story is more about personal style and any native genre restrictions. In capital-L literature, your protagonist can fail or die. It’s almost expected. In genre fiction, there’s a general expectation that your protagonist will triumph in the end.
You can, however, subvert those expectations to excellent results. Charles Stross’ Laundry Files novels are a great example. Every seeming victory on the part of Bob Howard, the usual protagonist, ends up peeling away his humanity a bit at a time. All of which happens on the way toward an unavoidable, Lovecraftian apocalypse. Granted, that kind of meta-plotting isn’t for beginners, but it can be done.
So what does all of this have to do with writer’s block and my own disbelief in it?
If writing were some ephemeral process, guided entirely by the invisible hands of some mercurial spirit, then writer’s block might seem plausible. The reality is far more mundane. Writing is a skill, guided by known rules, structures, and techniques. You can learn them. You can apply them. You can write every single day. Saying you’ve got writer’s block is a less blatant way of saying, “I don’t want to.” Here’s how I know
Warner’s “Kill the 5-Paragraph Essay” has many valid points that do make sense and could make his argument effective. It is true that in many high school classrooms, students are simply writing from a “list of rules handed down by their teachers … including specific “good” transition words and limits on the number of sentences per paragraph or words per sentence.” This
However, though John Warner’s argument is strong, Kerri smith’s argument is stronger. In Kerri Smith’s article “In Defense of the Five-Paragraph Essay,” She claims that the five-paragraph essay should stay taught in schools as a guideline for a well-structured essay. She explains the five-paragraph essay as an “introduce-develop-conclude structure” that even great expository writing follows this structure (Smith 16). She purposefully communicates to her audience this idea to show that this structure gives students the knowledge and capability to write a professional essay. The five-paragraph essay includes the three key points to have a well-structured and organized essay. By mentioning that other great writers use this form of structure, she creates a stronger argument as to why the five-paragraph essay is important to education. She continues her article by explaining her early stages of writing and how she was taught; over time, her teachers would show her new ways to improve her writing which, in the end, she was told to think “of those five paragraphs simply as a mode of organization” (Smith
Essays are not just the standard five paragraphs and then done style that was taught to students in grade school. The article “The Sixth Paragraph: A Re-Vision of the Essay” by Paul Lynch, explains quiet well how essays are typically taught and why. It is basically because it is easy to grade and even easier to write. Even when talking about writing or giving an example to a person it’s quite typical to start using the five paragraph format. While writing the standard essay the guidelines are quite specific. BE precise, stick to the topic, and stay impersonal. However, the author states that this made her realize that essays can be confining instead of teaching. So instead the author decided to listen to her students and quit focusing on the
In an excerpt from “The Process of Writing: Cooking” (Writing without Teachers, 1976), Peter Elbow shares his two-step freewriting method he learned to help him move past the fog of doubt caused by writer’s block. He sympathized with the reader and offered the advice to write indiscriminately, recognize the symptoms of encroaching panic, and redirect when necessary. Lastly, he explained how he could then assemble a mess of words into one idea while avoiding unnecessary frustrations. Then, typically, he would have reserved enough strength to edit constructively.
In the essay “Getting Started” by Anne Lamott. The author reaches out to her students and other fellow writers who struggle to overcome the infamous writer’s block. Thought out her paper she gives us hints and tips to train and prep us for our future papers. Her tips range from training you mind to prepare for a long and often strenuous essay, learning to take information in slowly to not overwork your brain and the last one always tell the truth in your essay. She threads through her essay that writing may be hard and seems like there is no silver lining but it’s not impossible to do. When done reading this essay I widely agree with Lamott’s writing ideas and tips they can be helpful for many struggling students. As one myself I found
The writing process is always taught as a set way of doing things when, in fact, it is a process that requires personal methods that work for each individual person. It is a necessary lesson to teach in school but there should not be so much emphasis on following the exact way that is taught. It is a contrived process that was probably created by a group of scholars who didn’t even follow these exact rules. If anything, they all did variations of the ideas and then met in the middle with what should be taught. I am in no way saying that the guidelines are wrong but they need to be exactly that, guidelines, instead of a rut that students get stuck in.
One rather beautiful day I head down to the building fields of Uruk with my only son Urnabe. He is 14 and he is turning out to be a skilled mason or at least better than his old man. When we get there I see that Binfem was already waiting for me.
As stated by Anaïs Nin, “We write to taste life twice, in the moment and in retrospect.” Writing is a beautiful way to express how we feel, to make experiences memorable and to also be whoever we want to be. Writing is not easy for me. I always feel anxious before I begin to write, and this is because I’m always telling myself that “I don’t like to write.” In order to get rid of the nervousness, I start reading about whatever I have to write about so I can enrich my mind about that particular topic. Most of the times this does not work out, therefore I go to sleep and recharge my brain. As soon as I get back up I’m ready to write. My room is an ideal environment for me to write. Nobody’s there to distract me, so I put my headphones on because
When trying to think of a positive writing experience I have had in my lifetime, particularly as a small child, I could not think of any. So I began to ask myself why is it that I do not like writing, what happened in my life for me to have such animosity towards the act. I was finally able to think of an event and realized that it had all begun in the 3rd grade. One day, as a punishment for talking during class, I was kept inside during recess and was forced to write Wise Old Owls until my hands began to cramp. For 45 minutes, I was only allowed to write the same old phrase over and over again; “The wise old owl sat on an oak, the more he heard, the less he spoke, the less he spoke the more he heard, why can’t I be like that wise old bird”. To this day I can still remember that little rhyme and to this day I can remember that same feeling I felt as a elementary school student. From that point on I have always had an aversion for writing, it always seemed like a punishment. I still do not understand how people can journal. I don’t see how someone can sit down and write an entry or a novel just for the hell of it. It seems unnatural to me, but I guess that all of these feelings are just because I see writing as a punishment, an
Writing can be a very difficult process for those who do not know how to go about constructing
I am sitting in my bed, thinking about my process of writing as I am trying to go through it. It seems the more I think about it, the less I understand it. When I am writing, I don’t think. Which I know, sounds bad. But, I spend every single moment of every single day over thinking, over analyzing, and over assuming every aspect of my life. When I’m writing, I’m free from that for just a little bit. Until of course, my hands stop typing or the pencil (no pens- never pens) stops moving, then I’m right back on the carousel that is my brain. Heidi Estrem says, “...writers use writing to generate knowledge that they didn’t have before.” (Writing is a Knowledge-Making Activity 18). I believe my ability to write without an exact destination
In the Renaissance tragedy this is not always the case such as in Shakespeare's Hamlet, the tragic hero is only a prince. Where this characteristic is completely abandoned is in the modern tragedy by Eugene O'Neill, Desire Under the Elms, where the character playing the tragic hero is a farmer and it is difficult to determine which character is the true tragic hero. Yet all these plays are tragedies, despite their variations . Another aspect of genre that makes the concept difficult to define is that there are parts of plays that fall into other genres. An example of this is seen in parts of Desire Under the Elms, such as the party scene at the Cabot home.
Writers from professional to elementary students suffer from writers block. Writers block is when you cannot think of anything to write. Writers block is usually caused by stress. The brain then has a reaction which disables its ability to put what it is thinking on to paper. As Patricia Huston describes it, “The right, or creative, side of the brain, seeks to create (in this case, write). This induces the left, or analytic, side of the brain to anticipate all the problems that this action could entail, causing it to go into "overdrive" and inhibit the ability to write.” (Paticia Huston)One knows if they have writers block if they are staring at a computer screen or piece of paper for a long period of time. You also know you have it if the writer just feels unwilling to write or is simply just disinterested in the topic. Avoiding writers block is almost impossible since almost everybody experiences it, but there are still many ways to help prevent or cure it.
A key ingredient in such a genre is the tragic flaw, an idea that goes back to an influential work of literary criticism called Poetics, by Aristotle. Aristotle said that the tragic hero should be someone of rank or importance with a tragic flaw, who suffers a "reversal of intention" that eventually leads to his or her death. Aristotle also said that in the process, the tragic hero should experience recognition of this failure and that by the end of the work our moral sense should be satisfied that right or justice has prevailed. The tragic flaw is some weakness in character that is responsible for action or inaction on the part of the tragic hero and leads to the reversal of the hero's original intention. Therefore, the reversal of intention is the turning point in the tragic hero's life when he or she experiences something that causes the tide to turn and previous success to turn to failure. [The fourth soliloquy prepares us for the reversal, and the climactic...
she always used to wish for a way to escape her life. She saw memories