At odds...

It appears some educators are at odds. Are multigenre projects it? Or, are traditional essays and research papers still top dog?

Personally, I believe we can gather some invaluable tenets of writing if we compare traditional and alternative papers.

I found a few characteristics of writing that cross genres:

1. Process is more important than product.

Supporters of both multigenre and research papers argue in defense of the discovery and revision process. The best work is the result of multiple drafts, conferences, and peer reviews.

2. "Perfunctory 'for the teacher writing' to committed writing" (Gillespie, 678).

Regardless of the paper's objective, thesis, or audience, student writing needs to focus on a theme, idea, or question that inspires them. Too often, students are content with completing the minimum amount of work. Educators argue that students will make an effort if they are passionate about the subject.

3. Form relies on content.

Although this notion is common practice in teaching multigenre papers, even traditionalists (or supporters of the research paper) argue that ideas, supporting material, and purpose shape the format of the paper. Wesley writes, "I have found the essays that best fulfill format requirements often turn out to be neatly packaged but intellectually vapid" (59). Dornan et. al. also suggests that the primary concern is the organization of information based on the ideas at hand...not inserting information into a five paragraph structure.

There are certainly more characteristics that cross genres, but these are a few main concepts that I felt many of the articles touched on.

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I also couldn't help pondering, as I read about research and multigenre papers, what would Delpit say? What about Freire? (I realize these authors were assigned for another class...but still, as their voices echo in my mind...I gotta respond to them!)
I have a feeling Delpit would argue for the need to assign and teach more traditional papers. She would defend them on the basis that the analytic essay uses the language of power. It's the writing that is expected in college, in companies. If we did not teach the essay, the research paper, we would be withholding the means to equal opportunity from the less privileged. However, Delpit would also emphasize and make explicit the language of power used in these essays (rather than teach without answering "Why?").
And Freire? My hunch is that he might explore the analytical essay...but I think he would encourage his students to write in a non-oppressive way. The creative freedom and expression would appeal to Freire. Still, he would encourage his students to write pieces with intellectual depth and a focus on well-organized rhetoric.

Writerly Talk, or rather blogospheric exclamation!

One place that I go for inspiration to write is my collection of writer memoir and biographies. A long time favorite is Natalie Goldberg's Writing Down The Bones (isn't that title fantastic?). A converted Buddhist, Natalie applies Buddhist tenets to her writing process. She emphasizes looking into matter deeply...and letting yourself make mistakes. She also writes about where to find inspiration (everywhere...but more specifically, inspiration within your personal daily experiences).

She writes, "When you tell friends stories, you want them to listen, so you make the stories colorful...It is good to talk. Do not be ashamed of it. Talk is the exercise ground for writing. It is a way we learn about communication- what makes people interested and what makes them bored" (77). I think my struggle with the internet is grounded in this idea. Using media in the English classroom stifles living and colorful human conversation and interaction. Case in point: I hosted a dinner party for a small group of some artist friends...musicians, dancers, writers. Sitting at the table after the meal, conversation shifted to utube videos. Suddenly, three of the six people pulled out their iphones/internet connected hand-held cellphones. Everyone gathered around these small screens...conversation diminished...I felt lost. What happened? Where is the energy? I guess the situation did provoke me to writing...but, isn't there more to say? What about strange exchanges we had that day? Or new ideas for a dance or song? No...instead, we looked at some dumb video. Can I blame the influence of hand-held technology? Or...should I blame us as a generation? More on this soon...

The Writing Process

Reading Romano's "Blending Genre, Altering Style" moved me to set down the text and pick up a pen. Except for a creative writing class or two in college, I was never encouraged as a student to stray from literary analysis or research papers in my English classes. It was so refreshing to read, "the quality of writing that I get to read is often much truer...the power of the multigenre form makes the information real" (p. 5). Looking back at my own experiences, I feel like we spent so much time exploring the writing and ideas of published authors and theorists. Clearly, there is value in that discussion, however, I think the danger is that we lose the opportunity to develop our own voices as writers and thinkers. The concept of a multigenre paper is so exciting because it encourages students to think outside of traditional boxes. Further, students are more likely to enjoy writing as it becomes a more personal art.

Romano also explores the relationship between writing and other forms of art. In my own reading, I love to follow the friendships and sources of inspiration in artistic communities (for example, Hemingway, Gertrude Stein, and Picasso). With this in mind, good place to go for writing inspiration is the art museum. Most of you know I work at the Minneapolis Institute of Arts (so I putting in a plug, ha, there I said it), but seriously, it is a free art museum and it has such a HUGE collection. I've spent hours walking the halls, sketching, and taking notes. Here's the link: artsmia.org.

I also enjoyed the first chapters of "Within and Beyond the Writing Process." The authors seem to stress the connection between writing and thought, and I can connect with that. For instance, if I haven't written in my journal for a few days, I feel a little lost. I know there are thoughts swirling around in my head...but I can't internalize them until I put pen to paper. In fact, like Dornan suggests, I believe that keeping a journal or record of daily life and thoughts can be eye-opening. In this day and age, we rarely take time to reflect on what we actually do each day.

Additionally, as a teacher, I hope to enact Dornan's point that writing is a process. I have never agreed with the concept of "final grades" or "final paper." The best paper I ever wrote in high school was the result of five earlier "final papers." Each time I handed one in, my teacher read it, marked it up, and conferenced with me. Each time, he said, "I think you can do better." By the end of the semester, my writing had improved...and not just my paper, but my whole writing process. That teacher really did his job...and that's how I intend to do mine!