Freewriting+&+Drafting

Mark- Pg. 116 "Freewriting & Drafting" create direction for text. You can compare drafting to riding a bike ---and suggests that-bike riding requires momentum."

I liked this part to the paragraph because the analogy used hit home when the author talked about riding the bike and aquiring momentum. I always find the hardest part of writing something important is the beginning or getting started. Then once I am in mode the writing becomes easier and my momentum picks up as I am writing. It seems the thoughts come quicker and a rythym is developed.

MJ comments: I liked the analogy because I think it would help students to know what writng momentum would feel like and to look forward to the fun part and the acomplishment. I find get the ideas pre momentum for me can happen while out for a walk and note taking can contritbute to momentum once the sit down write finally happens.

susans comments: I am not suprised that Mark chose this passage, I actually thought of him when I read it. It is a very concrete hands-on example. I hear that beginning the writing is the hardest part, I agree, and sometimes have to skip the beginning then go back. Very well put, Mark, "the thoughts come quicker and a rhythm is developed". That says it very well. I think students would relate to this, partly because hearing that teachers also struggle with something makes it real for them, and also because I think starting off is a common hurdle.

Susan Ingerson's comments: I think of those students, and it can be the majority when it comes to writing, that have a tough time getting started. It's like they dig in their heels and fight getting started. But once they get started and start to find their groove/rhythem they become much more focused and engaged in the process. Now the trick is to keep the momentum going from each step to the next. The more they do this, the better their rhythem will get and the easier it will be for them- just like riding a bike!

Pam's comments: I think getting the momentum going in writing is half the battle. It seems as though by the time the kids really "get into" their writing, it is time to stop. That is one of the big reasons I would like to be able to see my students daily for 60 minutes instead of 90 minutes every other day. It takes them such a long time to get going after having a day off.