Answer/Quote: “Clarence
found it easy to begin to write out of his own experience, yet revealed that he
had difficulty with other kinds of writing. Are pre-writing and planning
affected by the writer’s conception of audience and by the level of abstraction
of the writing task? Clarence appeared to have little conception of writing for
an audience. What conception of audience do most student writers have? Clarence
does, in general, very little planning or thinking about his writing. Is this a
common condition among school age writers? His writing activity is terse and
hurried, a chore to be done with as quickly as possible. Is this behavior also
common? Is Clarence’s lack of interest, and the little importance he attaches
to writing, felt among many student writers? Is the dysfunctional writing
instruction he has experienced to blame? How more effectively can language,
especially written language, be made relevant, personal experience for students
like Clarence?” p. 314.
Comment: I think there are many “Clarences” out there
with regard to writing. If I’m right, the author is asking some very
interesting questions about our instruction in writing. RayS.
Title: “A Case Study
of a Twelfth-Grade Writer.” Terry Mischel. Research
in the Teaching of English (Winter
1974), 303-314.
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