The Struggle of Writing
Over the years, writing went from being a process to becoming a series of many processes. Brainstorming, drafting, revising are just some of the events that take place in writing. Finding a flow for words can be a greater challenge. Words do not write themselves. Since writing is never an easy process, the first thing I want is a plan. The more disorganized a paper becomes the harder it is to fix. Before I start writing, I read the topic several times to get a complete understanding of what I should be writing. I need to think about the topic before I start writing ideas and quotes down on paper. In order to stimulate my thoughts, I may not start writing until hours later. By doing this, my brain has time to process my thoughts throughout the day; ideas may formulate faster. Webs or outlines become frustrating, so those are usually avoided. I like to pour out all of the words that are on my mind and write them on paper. Without good ideas, an essay will get nowhere. In my writing, I may choose to go one path or many paths. Normally, I choose the path that requires the less amount of effort since time is usually against me. This time is different though. I want to evolve as a writer since writing does not come naturally; it is a process that is learned over time with lots of effort (Knoll 5). It is impossible to know the end product of an essay, but this is why the writing process is a mystery. Regardless of the reason one writes, one must allow their creativity to be explored to allow their writing to develop. Teachers tend to emphasize the importance of a thesis: having and knowing how to use one. A thesis is an essential part of one’s essay because it allows the readers to know what the essay is about. It may be a leading compass to one’s essay or a creation developed from one’s journey. A close thesis can cause restrictions in my writing since it limits me to only three details in the topic while an open thesis can cause improvement to exist. I choose to discover what my thesis is after the journey of my paper. The next part is where I pour out all of my thoughts. I can write endlessly, and none of it has to make sense. This is what Anne Lamott’s refers to as the “child’s draft” (113). The purpose of this draft is creation. At this point, I am not concerned with any rules or transitions, which is great since my ideas are everywhere. They reach as far as the Pacific Ocean and the Atlantic Ocean. I do not know where or how to organize them. I prefer if my thoughts came in the correct order instead of cluttering the page with unnecessary words but I know I am not alone. Even a great author like Lamott struggles with her first draft (Lamott 113). “Very few writers know what they are doing until they’ve done it”, states Lamott (113). This is why it is better to have something than nothing at all. Although, my thoughts may be cluttered, my environment is not. The mood I feel generally describes how my work ethic is for that day. If my life is disorganized, my paper will show the results. For example, I like to write in pure silence with few or no distractions at all since my thoughts tend to wonder off my paper than more on the topics in my paper. I must write in an environment where every person will leave me on my own. I disconnect my internet to prevent myself from wondering off to Facebook or listening to the new Jason Derulo song. Sometimes, I even put my phone on silence to prevent myself from checking text messages or picking up phone calls. I like to write early in the morning or late at night since this is when my mind feels most at peace with itself. When I start writing doing the daytime, I realize I am on a deadline rather than a free-write which causes my mind to lose interest. My assignment has now become a chore instead of an activity. I am force to write rather than wanting to write. As a high school student, I hated to write because I was not a good writer. I was not a bad...
Cited: "Authorial Satisfaction." American Benedictine Review 62.2 (2011): 123-124. Academic Search Complete. EBSCO. Web. 5 June 2011.
Kroll, Barbara. "Learning and Acquisition: Two Paths to Writing.." (1978): 1-14. Print.
Lamott, Anne. Bird by Bird. New York: Anchor Books, 1994. Print.
Lim, Shirley Geok-lin. "Lore, Practice, and Social Identity in Creative Writing Pedagogy." Pedagogy 10.1 (2010): 79-93. Academic Search Complete. EBSCO. Web. 5 June 2011.
Royle, Nicholas. "On creative and critical writing, environments and dreaming: veering." Textual Practice 23.6 (2009): 913-933. Academic Search Complete. EBSCO. Web. 5 June 2011.
Please join StudyMode to read the full document