composing process

7/23/2019 Composing Process

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Valerio 1

Ali Valerio

Dr. Galbreath

ENC 3502

24 September 2015

Archival Analyi! Evol"tion o# the Compoin$ %roce

&he arti#act that ' am analy(in$ i calle) the *+"lletin o# the +oar) o# E)"cation,- create)

by the aach"ett Department o# E)"cation. 't /a ma)e in 121 an) )ic"e the teachin$

o# penmanhip in chool. &hi tet"al reo"rce i interetin$ beca"e it involve /ritin$

procee, b"t thoe procee loo "ite )i##erent to)ay. %enmanhip i not o m"ch een a a

val"able ill, b"t it i till a #orm o# the compoin$ proce. &hi proce an) ociety emphai

on /ritin$ i contantly evolvin$.

' am looin$ to mae meanin$ o"t o# the interaction bet/een t")ent an) thi type o#

compoin$ proce /ith /hich they en$a$e) in the 120. ' am alo looin$ to t")y the

interaction bet/een teacher an) t")ent /hen teacher create) trate$ie an) practice #or

teachin$ thi proce. &hi connect /ell to my interpretive tran) o# metho)olo$y, /hich ay

that *meanin$ i contr"cte) via the interaction bet/een h"man or bet/een h"man an)

obect- 6178. &hi $enerate reearch "etion "ch a! ho/ )oe the compoition proce

chan$e over time9 :o/ i the compoition proce impacte) by technolo$y9 :o/ )oe the

compoition proce 6an) the teachin$ o# it8 chan$e /ith )i##erent t")ent a$e9 :o/ )oe

teachin$ the compoition proce chan$e the proce itel#9

&hi reearch i evi)ently i$ni#icant to /ritin$ an) literacy t")ie. ;anet Emi$ i a

compoition cholar /hoe /or analy(e a )i##erent in) o# compoin$ proce. She #oc"e on



Valerio 2

the compoin$ proce o# t/el#th $ra)er, /here he mae a cae #or *element, moment, an)

ta$e /ithin the compoin$ proce /hich can be )itin$"ihe) an) characteri(e) in ome

)etail- 6338. She )evie a t")y in /hich t/el#th $ra)er attempt to verbali(e their compoin$

proce by compoin$ alo"). She believe that *compoin$ alo"), a /riter e##ort to eternali(e

hi proce o# compoin$, omeho/ re#lect, i# not parallel, hi act"al inner proce- 6408. She

alo note that *compoin$ alo") capt"re the behavior o# plannin$ an) /ritin$- 6428.

Son)ra %erl i another cholar /ho )ic"e the compoin$ proce. <ie Emi$, he

concentrate on t")ent, b"t her area i in the compoin$ proce o# colle$e t")ent /ho are

een a "nille). %erl alo /on)er /hether /ritin$ procee *can be analy(e) in a ytematic,

replicable manner- 6178. :er reearch )ei$n involve *the )evelopment an) "e o# a meanin$#"l

an) replicable metho) #or ren)erin$ the compoin$ proce a a e"ence o# obervable an)

corable behavior- 61=8. &hee )itinct perpective ill"trate that compoin$ procee can

appear )iimilar #or t")ent at )i##erent level an) in )i##erent ocial realitie. &hi i "pporte)

by my rhetorical arti#act /hich analy(e compoition procee in a very )i##erent /ay.

' tho"$ht that )oin$ a rhetorical analyi o# thi arti#act /o"l) be mot bene#icial #or my

reearch interet. >n)ertan) the rhetorical it"ation o# thi partic"lar tet can bet help me

#"rther my reearch. &he b"lletin /a create) in 121, an) it )ic"e penmanhip /ithin the

e)"cation ytem. 't provi)e aim #or the teachin$ o# penmanhip, an) )ivi)e the proce into

everal )itinct element #or teacher to brea )o/n to their t")ent. &he lit involve time

allotment, preparation in penmanhip 6poition an) penhol)in$, movement, pee), an) #orm8,

blacboar) practice, $eneral preparation #or teachin$ penmanhip, pecial preparation #or

teachin$ penmanhip, an) pecial preparation #or "perviin$ the teachin$ o# penmanhip. &he



Valerio 3

tet alo incl")e o"tline #or teachin$ each $ra)e, #rom #irt $ra)e to "nior hi$h chool. &he

tet en) /ith )ic"in$ cale that are "e) in mea"rin$, ratin$, an) correctin$ han)/ritin$.

A#ter en$a$in$ /ith rhetorical analyi an) t")yin$ thi tet"al arti#act, 've learne) that

m"ch o# /hat can be ai) abo"t the compoin$ proce i miin$ in thi tet. 't i clear that

teacher place hi$her val"e on the phyical act o# penmanhip than the /ritin$ that t")ent are

pro)"cin$. &hi raie "etion abo"t ho/ content /a perceive) in relation to #orm )"rin$ thi

time perio). &he )ico"re matter no/ beca"e the compoin$ procee o# t")ent are

contin"in$ to chan$e. St")ent are typin$ on eyboar) an) looin$ at comp"ter creen, rather

than $rippin$ pen an) #ollo/in$ alon$ /ith their /or) on the paper. &he tet )oent a))re

the relationhip bet/een the compoin$ proce 6penmanhip8 an) /hat i act"ally bein$ /ritten.

&o)ay, the compoin$ proce i till very important, b"t there i a))e) emphai on /hat i

bein$ compoe).

A the a"thor o# thi )ico"re, my role i that o# a t")ent /ho maintain a peronal

compoin$ proce, an) i part o# a lar$er intit"tion o# t")ent /ith their compoin$ procee.

y peer are involve) in the t")ie that $enerate no/le)$e abo"t evolvin$ compoin$

procee, o they alo have a han) in the creation o# thi )ico"re. &eacher an) cholar are

primarily reponible #or the initiation o# thi )ico"re. &hey are the one /ho teach, t")y, an)

analy(e compoition procee. &hey help to #orm ne/ concl"ion abo"t ho/ the compoin$

proce chan$e, ho/ it can be recor)e), an) /hat it loo lie to)ay amon$ t")ent. Since they

play "ch a lar$e role in the #ormin$ the )ico"re, they are the a")ience #or my reearch an) the

one /ho /ill be repon)in$ to thee #in)in$. ?ritin$ an) @hetoric cholar are mot tron$ly

tar$ete), peci#ically thoe interete) in compoition t")ie. &hi i the "b#iel) /ithin ?ritin$

an) @hetoric /hich mot cloely relate to my c"rrent reearch interet.



Valerio 4

?or Cite)

Emi$, ;anet. *&he Compoin$ %rocee o# &/el#th Gra)er.- >rbana! &he National Co"ncil o#

&eacher o# En$lih, 171. %rint.

:ee+iber, Sharlene Na$y, an) %atricia <eavy. The Practice of Qualitative Research.

&ho"an) Ba! Sa$e %"blication, 2011. %rint.

aach"ett. Dept. o# E)"cation. Bulletin of the Board of Education. +oton! State %rinter,

112.

%erl, Son)ra. *&he Compoin$ %roce o# >nille) Colle$e ?riter.- Research in the Teaching

of English 13.4 6178! 3173. ?eb. 10 September 2015.

composing process

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