Perhaps some of the confusion over the role of research in writ-ing, and the writing process, comes from the structure of classicalargument that is often included as part of the organizational patternIRU WKH UHVHDUFK SDSHU :KHQ
Understanding the connection helps you see why research papers are structured the way they are.
Oral argument was a cornerstone of university curriculathrough the Middle Ages, the Renaissance, and into the 18thcentury. Written forms of argumentation did not take precedencein university settings until the 1800s, and coinciding with increas-ing specialization found both within and outside of the university.
Writing only became the main way to show knowledge in the 1800s, as universities and fields of study became more specialized.
The research report also typicallynecessitates a literature review—a collection of published and citedresearch related to the topic at hand—that provides the impetusfor the student’s project and to show how the project extends whathas already been done and provides new insight or knowledge.
A literature review shows what other people have already studied. It helps you plan your project and add new ideas.
during the process. The need for such adaptability breaks studentsof the conception that there is a way to get the answers that theyneed, preparing them to be adaptable in situations beyond theclassroom.
Researching isn't just about finding the answers but really learning, and understanding it.
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A lot of students take as they are just filling in a formula and that's all writing is and there's no point.
Most college writing instructors have eschewed the 5PE,contending that it limits what writing can be, constricts writers’roles, and even arbitrarily shapes writers’ thoughts
Many instructors/ teachers believe that the 5PE reduces the freedom in writing and ruins free train thoughts.
to expressing an idea is knowing how toorganize it. As he puts it, “Once they have the vessel, so to speak,WKH\FDQVWDUWWKLQNLQJPRUHDERXWZKDWWRÀOOLWZLWKμ
The structure the 5PE is good for students because you can focus more on the story and the creativity aspect then trying to keep it organized
Birkenstein tackle the issue of whether templates inhibit creativ-ity. They make several of the same arguments that proponentsof the 5PE make: Skilled writers use templates all the time; theyactually enhance creativity; and they’re meant to guide and inspireUDWKHUWKDQOLPLW7K
This shows that even the most skilled writers use templates as a natural part of there writting to give them ideas.
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People who go on Wattpad expect certain things so if you've never been on it and put a random story you wrote it probably won't meet the criteria they're looking for.
Writing is always in particular
Writting changes for whatever purpose your using it for. It's particular to whatever you're writting about.
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This feels more like advice. She’s saying don’t just jump in, but we should take time to look at examples first.
There is no writing inoculation, because there is no such thingas writing in general. But this isn’t bad news. Rather, it gives allwriters permission to keep learning, to fail, and to engage in newkinds of writing in new situations
I like this ending, it makes me think that struggling in a new writing task doesn’t mean I’m bad at writing. It just means I’m still learning.
Students who were privileged to be of the right socioeco-nomic, national, or ethnic background already wrote to the univer-sity’s standards because they were part of the group in power whoset the standards.
The idea of "good writting" was biased, more privileged students fit the standards while others were unfairly as bad writers
Some of this idea—that writing is a talent set in stone—can bedirectly correlated to the history of writing instruction itself.
The belief that writting is an unchainable talent comes from how writting was originally taught.
Persistence emphasizesthat experience is more powerful than unchangeable ability, andchallenges help move writers forward rather than delaying theirprogres
Persistence and determination matter more than natural talent. struggle creates growth in writers.
metacognition. Opening up cognitive space that allows for meta-cognition and reflection is essential to experiential and practicalimprovement
Metacognition means thinking about your own writting process. Reflection helps writers improve, not just to produce words.
Ittakes practice to know the numerous signals
This isn't something you just remember overnight, but something you learn and get right overtime.
know how to spot a customer who has needs you can fill
this is about recognizing the opportunities you could have, and being able to tell who actually needs help vs who's just looking.
host of definitions, protocols,and norms I had to learn.
This shows how much stuff there is to learn for even the most simple jobbed how much knowledge you have to retain.
Hand signals,changes in pitch, even moments of silence
It's not all about what you say but your body language is very important to and how you react to things.
Now, whenever I write, there is always a little voice inside my head
Debate has changed how he thinks whenever he is writting a point he thinks about it through a debating perspective
Although the test was challenging, covering reading, writing, math, and citizenship, I was sure I had passedevery part. To my surprise, I did pass every part—except writing
This is was a turning point for the narrator. His confidence opposes with his unexpected fail.
Because he is breaking down the door,I assume he says, "I am breaking down the door." Once again, I pretend to read the words and say aloud, "I am breaking down the door" In this way, I learnedto read
This makes me think superman is a symbol for barriers, literally(the door) and figuratively (the barriers of illiteracy, & marginalization).
Research suggests that when students are engaged in a language-filled environment, when their intellectual curiosity is piqued through the evaluation and analysis of example stories, and when they get a chance to craft and perform stories of their own, they work hard and have fun doing it.
Will every student find storytelling motivating, or could some struggle with an activity like this?
The comfort zone of the oral tale can be the path by which they reach the written one.
I like the idea of this, speaking and sharing stories around can help students gain the confidence and skills they need for writing. Oral storytelling can be a bridge to literacy.
Children at any level of schooling who do not feel as competent as their peers in reading or writing are often masterful at storytelling.
This is impactful because it shows how storytelling gives all students a chance to have their moment, even those who struggle with school. It's a different kind of intelligence and lets kids find confidence in their own voice.
Educators can learn as much from the making process as from the telling process.
This shows that storytelling isn't just about performance, the creative process is also important. Teachers and students can both grow by experimenting, revising, and exploring many different ideas before anything has to be shared. The time spent writing the story teaches just as much as the final product.