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Book description
There are so many engaging writing tools in this book, and so many tools that are less formulaic and more generative than those found in TS/IS, that I plan to continue teaching this text as long as I continue to teach. (And I plan to continue teaching as long as KSU, or any university, continues offering me classes.) Ive found several of the tools useful in my own writing; I have not found a better explication of what it means to paraphrase, nor have I encountered a more useful adaptation of focused freewriting; the authors outline six steps for focusing a freewriting session by continually returning to one key passage in a text, then sketching that passages context, paraphrasing key words and interpreting the language that seems most crucial to the passages meaning, and, finally, working out ways the passage connects to other sections in the text or to other passages from other texts. The authors also present a Method for locating strands of repetition and contrast in visual and print texts that takes a little work to get down but really proves useful in locating, rather than a main idea or gist, sections wherein the writer pitches ideas agaisnt each other. Its a useful way of reading and of shaping texts; Id even consider using the Method in a fiction workshop. Ive had some diffiiculty helping students acclimate to the drastically different way this texts authors approach writing. They use the word analytically quite literally; thus, analytical writing proceeds from uncertainty and involves a great deal of evidence gathering and interpretation. Students used to summarizing and reading for a main idea with find this approach troubling. At least, a great number of my own students have had such trouble. Ive found that its necessary to have chosen a set of readings centered on, or at least loosely tethered to, a set of shared ideas; I have students then spend a week on each reading, using one of the analytical tools to try and break open a part of those readings. They work on assignments at home, using the explanatory passages from Writing Analytically as their guide, to make sense of difficult passages, locate points of tension and/or significant ideas, and to think through any problems they encounter as they read, or while they work to apply the tools to their readings. Its been a difficult time, but Im receiving some fairly solid work from all my classes, and Im convinced their writing will only get better as the semester progresses. And by better, I mean more inquisitive, descriptive, deeper, and more developed.
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