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Fun While Writing?
What about writing and the writing process makes it so disliked and, in some cases, even feared? “Fun?” by Lex Runciman, an English teacher at the Linfield College in Oregon, is an insightful article that explores why many people don’t enjoy writing. He is a very credible author because he has taught college English classes for many years and has written and published several books. His main claim throughout the article is that many people dislike writing and feel that it is frustrating because it is not perceived as or made out to be fun, enjoyable, or rewarding. Runciman wrote this article because, at the time, he felt that there was not enough being done to reverse the negative image that surrounds writing. He wants his readers to realize through his article that writing and the writing process can actually be an enjoyable and rewarding experience. Runciman uses evidence, assumptions, and language and tone as a basis for his argument.
Many types of evidence are used throughout the article to support Runciman’s claim. The evidence used is of good quality because it consists of his personal experiences, fellow teachers’ writing, a school textbook, and even a Robert Frost poem. All of this evidence makes Runciman’s article credible because it comes from notable and well-known sources. For example, Runciman quotes The St. Martin’s Guide to Writing when backing up his claim that most people don’t like writing because it is not fun to them. He says: “[O]ne of our best textbooks emphasizes writing is “hard work,” that “sometimes the hardest part of writing is getting started,” and that “for most writers frustration in the early period of drafting is natural.” (158). He even states in his own words t...
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According to Runciman, there are many plausible reasons that students and other people don’t enjoy writing. Evidence, assumptions, and language and tone are the basis for which Runciman makes his argument. Overall, this argument is effective because reliable and well known sources are used in a logical fashion. Also, the assumptions made about the audience are accurate and believable. Runciman used his assumptions wisely when writing his claim and in turn created a compelling, attention capturing argument. The article was written so that students and teachers at any level could understand and easily read it. This argument is interesting, captivating, relevant through its age, and can relate to students and teachers at almost every academic level.
Work Cited
Runciman, Lex. "Fun?" College English 53.2 (1991): 156-62. JSTOR. ITHAKA. Web. 27 Jan. 2014.
However, their critical analysis of FYW and strong points for other teaching methods, one’s takeaway from the article is the question, “why even teach FYW”? It’s evident that content and context are the key points in academic writing, so why then do we even make the FYW a mandatory class? A student doesn’t need a semester to understand what content is, for some they already understand what it is, and for those who don’t they should still be able to learn it, in a week. The misconception of writing being universal is very true, but for a student to improve on one’s writing, the easiest solution is to have him or she participate in that discipline. In a realistic world, the more probable solution to most of the problems Down and Wardle bring up is eliminate the course and replace it with a class that allows a student to see and understand the writing in their field without the repercussion of grades. Thus students get more experience within their field and get to learn firsthand what academic writing in their discipline consist
While preparing for one of his college lectures, Dennis Baron, a professor and linguistics at the University of Illinois, began playing with the idea of how writing has changed the world we lived in and materials and tools we use in everyday life. This lecture slowly transitioned into “Should Everybody Write?” An article that has made many wonder if technology has made writing too easy for anyone to use or strengthens a writer's ability to learn and communicate their ideas. Baron uses rhetorical strategies in his article to portray to his audience his positive tone, the contrast and comparison of context and his logical purpose.
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
In Donald M. Murrays’s essay “What is Practical Education” he explains his reasoning behind why he allowed his students to write badly. He shares his own experience with police-like teachers who drove him to hate writing. In hopes of helping his students find their voice he allows his students to write the words down as they come, no matter how awkward they sound. Often times they find out that they have more to say then they thought. Rhetorical devices are used to help the readers relate to his point of view on writing.
In “Writing to Learn: Writing across the Disciplines,” Anne J. Herrington finds different sources stating that writing is to be taken serious. Janet Emig says, "writing represents a unique mode of learning-not merely valuable, not merely special, but unique” (1) meaning that writing is far more essential than we ought to make it seem. Anne Herrington wants educators teaching in economics, history, chemistry or any other subject to guide their students into understanding why progressing their writing skills will be more helpful to them. At the end of the day, it all comes down to the educator; whether he/she wants their students to use writing as a way for students to adapt to different disciplines.
In this day and age, writing is being portrayed through various mediums, such as film and television. Some of those portrayals depict writing as both good and bad depending on the situation that is present. Authors such as, by E. Shelley Reid, Kevin Roozen, and Anne Lamott all write about important writing concepts that are being depicted in films, like Freedom Writers. The film Freedom Writers shows a positive and accurate portrayal of writing in the sense that the writers should have a connection to what they are writing about, writing is a form of communication, and that writing does not have to be perfect the first time.
...s educational system on traditionalism that focuses on fluency, appreciation, and comprehension. King states, “no one can be as intellectually slothful as a really smart person” (138). As a whole we are “creatures of habit”, thus resisting changes in the traditional sphere of academics. King uses his spin on popular culture to engage future readers and inspire the next generation of writers. “Some of this book—perhaps too much—has been about how I learned to do it. Much of it has been about how you can do it better. The rest of it—and perhaps the best of it—is a permission slip: you can, you should, and if you're brave enough to start, you will.” (King 269-270). “On Writing” is a poignant, educated, and inspiring book, a book that is sure to help hundreds of struggling writers and will motivate others who may pick up the book not for inspiration, but mere curiosity.
When Baker realized that he actually enjoyed writing, he became totally engrossed in his essay. As Mr. Fleagle read his essay in front of the class, Baker suddenly realized that writing was only what he made it. If he looked forward to writing then positive results were going to follow simply because it is human nature to work harder to become better at activities that we enjoy. So, by dreading writing, we put ourselves at a disadvantage because we simply will not become better at it.
Throughout my childhood, I had a very strong dislike for writing and reading. I found it boring and unexciting. As I progressed through elementary school, each writing assignment always came back with a mediocre to poor grade and to be honest, I didn’t really care because I disliked writing so much, so it meant nothing to me. Even throughout middle school, I didn’t care. Because all grades in elementary and middle school didn’t count towards anything, so I just didn’t put in the effort. I got bored so easily when completing a writing prompt for the state standardized testing exam called CSAP, later known as TCAP, then progressing to become PARCC. Writing just never appealed to me.
writing” by R. Ramsey, the ability to write competently is a requirement for success in any field.
I knew I wasn’t bad at writing but I never thought I was great at it either. I think one of these reasons is because I had never really cared about and/or related to the subjects I was writing about. But because of Mrs. Shaw’s class I was taught that I couldn’t just write, I could take joy in it. This argument is supported in Lenhart et. al.’s article, “Writing, Technology, and Teens,” stating:
I would say that most people would not enjoy writing as much as I do, but I think that it is because they find writing requires a great deal of effort. In my past experiences, it would take me a significant amount of time to figure out what I want to write about in the beginning. I would always have trouble picking a topic because I was too picky or I did
There are many different types of events that shape who we are as writers and how we view literacy. Reading and writing is viewed as a chore among a number of people because of bad experiences they had when they were first starting to read and write. In my experience reading and writing has always been something to rejoice, not renounce, and that is because I have had positive memories about them.
As a result, students may write too quickly without revising or considering their words [21][23]. This can lead to errors and less thoughtful writing [24].
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of