Writing Processes and Practice

While observing a speech class I participated in the conversation about my writing processes and practices. When asked what my writing processes were, at first I was stymied by the question because I did not anticipate being involved in the discussion. However, I quickly gathered my thoughts and stated a few practices I do on a regular basis. I listened to the various practices the students stated, and one in particular was cited a lot, which was listening to music. While I would not consider this a process or a practice, the students surely did. When pressed to justify their answer those students stated that listening to music helped them focus and relieved the stress of writing. As for me, I need quiet to write and process my thoughts into a coherent piece of work.
In chapter four of Politics of Writing, Clark and Ivanič give examples of various writing processes. The first example and diagram is from Hayes and Flowers, which shows and discusses a “recursive process model.” This model depicts the planning, translating, and reviewing, along with monitoring, which is used to keep track of all the processes in motion. According to Clark and Ivanič this particular model leaves out the social aspect to the writing process, thereby making it a cognitive process and neglecting the social environment, which shapes the writer.
Both Clark and Ivanič prefer an “alternative view,” which expands on the process and practice of writing by developing and incorporating “socio-political identity, familiarity with genres, accumulating knowledge, opinions, and feelings for the writing task, and making use of familiar writing styles.” These particular processes and practices give the students control over how to shape and add depth to their work. The students can feel like they have a say in their paper and it becomes more than just an assignment. I like this alternative view better than Hayes and Flowers’, but if I had to go by Clark’s and Ivanič’s chart I would be overwhelmed with all the boxes, arrows, and swooping lines. I prefer the listed items on one of the previous pages. My reaction to the diagram makes me wonder what a student who is just starting to write might think of it. Would it be just as overwhelming? While I think having a consistent plan and process to one’s writing does help develop a better writer, I do not think having a diagram to map out the whole process each time is necessary. However, each student needs to find what works for them and continuously use that plan of action.
I find it interesting that various critics and theorists like to expound on a key word and when they do it does not match someone else’s idea. For instance, we just finished reading and commenting on Robert Yagelski and his theory on Praxis. He says, “I want to understand what it means to engage in writing as a practice of being, as a way of living together on the earth we share. I want to explore the idea of writing as praxis” His concept of practice is totally the opposite of Clark and Ivanič’s. Yagelski wants to have the practice of writing to free and expand the writer’s philosophies. While Clark and Ivanič allow students more freedom in their writing, practice is a part of following certain steps to complete a piece of work. The same word and two different interpretations, which one appeals to you?