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Writing Habits

Morgan Smith

Oakland University

Abstract:

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Many students struggle with how to write papers and that is because we all go about it in differ-

ent ways. Sandra Perl conducted a study that was based on students who struggle with writing.

This could be because they get distracted easily or just do not really know where to begin. An-

other study that was done by Coral Berkenkotter was based on an advanced writer. In this study

Berkenkotter was able to see how he went about while writing, and although it was very confus-

ing at times she did get a few things out of this research. As you can see both Perl and

Berkenkotter did studies, but there was a gap that needed to be filled. For that reason I con-

ducted my own research. For my process I video taped myself while writing a summary and an-

swering questions for an article I had read.

Introduction:

Have you ever questioned your writing ability? Wondered if your revising or editing too much

or maybe feeling like your not doing it enough? Many students question themselves when it

comes to writing because it either comes naturally to them, or they struggle to write. While

some are questioning if they are doing too much of something or too little there are others who

struggle just trying to get started. Like I said above many people struggle with writing, and then

there are some who don’t struggle, but this essay should kind of help you understand where you

are at.

Literature Review:

Perl examined students who struggle with writing. In her study she attempted to create a new

way to study how unskilled writers approach and write while writing, and also try to help teach-

ers find a way to help those who struggle writing. (Perl, 1979, p. 191) In her study she observed,

recorded, reported, and analyzed the writers’ behaviors while they attempted to write. (p. 192).

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Four sessions were held where students who were unskilled at writing had to write a loud and

talk about their thinking process. (194.) Her results that came back said that many students

would get the tendency to write, but then start to backtrack and start reading what they had al-

ready written down. (207)

Berkenkotter conducted a research that was on someone who had a great understanding

on writing and would be known as an advanced writer. While Berkenkotter conducted this re-

search on Murray he noticed that Murray spent little time on revising. (Berkenkotter, 1981 p.

222). He later realized that Murray has been revising, but also while revising was planning and

reviewing his work. (p. 225). Berkenkotter went on to tell us that to say that Mr. Murray is an ex-

tensive planner does not explain the nature of his revisions. Berkenkotter goes on to say that he

codes a lot of his paper. (223). In all, Berkenkotter went on to say that he got confused while

trying to conduct a research because Murray does so many things at once it is hard to keep up.

One thing to keep in mind about Berkenkotter’s research is that the writer was able to go home

and write. I do not think this is very fair to the research because at home you may feel more at

ease.

During my study I used many protocols. One thing I did in particular was use my laptop

to record myself while writing. After I recorded myself I watched myself and took down notes

what I did during certain moments. This initial note taking eventually turned into codes. Perl

also used this action. It was easy to use codes because it helped you takes notes easier. Overall,

in this paper you will understand where an average writer stands after I use all the right protocols

to make a primary research on myself.

Methods:

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While conducting this research on myself I decided to record myself through webcam when writ-

ing my summaries on each Perl and Berkenkotter’s studies. I did this because I wanted to make

sure that I was able to watch closely what I was doing while writing, my expressions on my face,

and listen carefully to what I was saying while writing. First, I read Perl and Berkenkotter’s

studies, and then I began to turn on the web cam and begin typing. I wanted to make sure I read

both studies first because I did not want to listen to myself read the papers. Also, I knew that I

would go back in look at the articles while typing my summaries. After my writing my sum-

maries, I then watched the tape and had to write down everything I had said, and take notes what

my actions were. This whole process took about 3 hours in total. After watching myself and tak-

ing notes we were introduced to a different protocol called codes. Perl used codes during her re-

search, and it helped you become more aware of what you did repetitively throughout your pa-

per. Although, I used some of Perl’s codes, I also came up with a few of mine. You will find the

codes below in Appendix C, and you can also look at Appendix A to see what I wrote while tap-

ing myself. You can also look at Appendix B, there you will see what I said and did while writ-

ing those answers in Appendix A.

Results:

C- P- C- T- RRAR- P- - D- WRBT- C- P- - RRAR - D- C- D- P- - GLPL- RRAR- RRAT-

C

While looking at my research I was able to conclude that I did not have a pattern throughout my

essay; however, I did catch myself rereading what I had written consistently. Like I said, I really

had no pattern but I also did see that I had writing bursts and distractions at times also.

Discussion:

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Although the research I had conducted may help understand the gap between the unskilled writer

and the skilled writer I am not sure that my information is very accurate. I am no researcher, or

ever plan to be; therefore, I am not sure how much my study can help. But for now I think it can

help you understand some reasonings. I also think that if we had more than just my information

along with other students it would be more accurate. Overall, I feel that if teachers want to see

where a students stands with writing they can conduct a similar research like this. It is important

to see what you do while writing because it truly can benefit you. This is if you can strive off of

what you do well, and work on what you do not do very well at while writing.

Reference Page:

Berkenkotter, C (1981). The planning strategies of a publishing writer. College Composition and

Composition. 34.2: 156-69. PDF.

Perl, S. (1979). The composing processes of unskilled college writers. Research in the Teaching

of English, 13.4 (317-36).

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Appendix A:

-“The Composing Processes of Unskilled College Writers,” an article written by Sandra Perl was

an attempt to try and explain a research that involved writing.  In this research Perl wanted to see

how unskilled writers wrote and to try to gain a better understanding of the reasoning behind it. 

In most researches done to try and understand the writing process researches had just used aver-

age or skilled writers instead of unskilled writers, so she believed this would help give a better

explanation.  As I said in this research Perl gathered college students of an unskilled writing

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level and did many tests to see if the results would vary or if they would be similar.  During her

study she was able to come to conclusion that many results came back similar.  For example,

many students would constantly would stop and try to edit their papers whether it be trying to fix

a sentence, but usually it was just trying to fix spelling and grammatical errors.  That being said,

the process they went about trying to fix their papers actually disrupted their flow of writing. In

conclusion, Perl states that teachers need to understand and see what exactly prohibits and facili-

tates the student’s if they want to try and help the students who are struggling.

-Perl noticed while working with Tony that he excelled in writing things that involved his own

opinions, but when it came to less opinionated question he struggled.  She mentioned that when

watching him write about his own opinions he did not pause or ponder as much as he did be-

tween sentences.  Although, Tony did well in that aspect it was a different story when he had a

more difficult subject to write about.  She stated that he became more repetitive because he was

trying to make the writing longer because he was struggling getting anywhere with it.  In my

opinion, this kind of behavior makes sense to me because I think it is simple to write about

things that you have personal interest on or just stating your opinion because you can’t go wrong

with it.  Whereas when trying to write about something that you have no interest in it requires

more thinking and it makes it more difficult because you don’t know where to start.

-“The Planning Strategies of a Publishing Writer,” an article written by Carol Berkenkotter was

written about an experienced and advanced writer named Donald Murray.  Berkenkotter’s re-

search was to try to find understanding on how an advanced writer goes about writing.  As the

research continued she noticed that Murray did a lot of revising and editing during the process of

writing his paper.  Also, whenever Murray got stuck he would turn to his day book.  His day

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book to my understanding was notes that he thought of during the day so he’d jot it down incase

he would need it later on.  What made this research so difficult was Murray editing his paper so

much that Berkenkotter struggled with keeping up with all the coding she tried using.  In all,

Berkenkotter realized at the end of this research that an experienced writer is constantly editing

or revising his paper.

-My impression of Murray’s writing processes kind of stressed me out.  I feel that he did so

much editing and revising that it would be tough to get through the paper.  Also, one thing that I

do is I jot down a lot of my notes, and then begin to write and try to get all my thoughts down be-

fore editing anything.  Although, I do edit my paper quite a bit like Murray, I do not ponder

about what I want my title to be.  I try to figure out my title when I have finished my paper. 

There is definitely a huge difference between Murray and I, but I am not surprised because I

have no desire to do anything with writing and he is a very experienced writer.

Appendix B

I’ve already read the articles, so I’m just going to get right into writing now. I’m listening to

country music while trying to write this.) (pauses) (Alright here we go.) “The Composing Pro-

cesses of Unskilled College Writers,” an article written by Sandra Perl was an attempt to try and

explain a research that involved writing.  In this research Perl wanted to see how unskilled writ-

ers wrote and to try to gain a better understanding of the reasoning behind it.  (pause) (answers a

text real quick) In most researches done to try and understand the writing process researches had

just used average or skilled writers instead of unskilled writers, so she believed this would help

give a better explanation. (I feel like an idiot talking to myself haha) As I said in this research

Perl gathered college students of an unskilled writing level and did many tests to see if the results

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would vary or if they would be similar. (pauses) (looks back at article to make sure I write down

the write conclusion) (ah) During her study she was able to come to conclusion that many results

came back similar.  For example, many students would constantly would stop and try to edit

their papers whether it be trying to fix a sentence, but usually it was just trying to fix spelling and

grammatical errors.  (should I end it now?) (I think I basically summed it all up) (okay, last part)

(Need a drink of water first though) (comes back.. okay, umm) That being said, the process they

went about trying to fix their papers actually (messed up.. I want a different word for that... dis-

rupted) disrupted their flow of writing. (hmm.. look back at article) (now looking back at what

I’ve already written) In conclusion, Perl states that teachers need to understand and see what ex-

actly prohibits and facilitates the student’s if they want to try and help the students who are strug-

gling.

(Okay next paragraph...) (Time to talk about Tony) Perl noticed while working with Tony

that he excelled in writing things that involved his own opinions, but when it came to less opin-

ionated questions he struggled. (It makes sense to me ha)  She mentioned that when watching

him write about his own opinions he did not pause or ponder as much as he did between sen-

tences.  Although, Tony did well in that aspect it was a different story when he had a more diffi-

cult subject to write about.  (Hmm.. look over article) She stated that he became more repetitive

because he was trying to make the writing longer because he was struggling getting anywhere

with it. (I don’t know what to write anymore) (Reread my text) (Ahh.) In my opinion, this kind of

behavior makes sense to me because I think it is simple to write about things that you have per-

sonal interest on or just stating your opinion because you can’t go wrong with it.  Whereas when

trying to write about something that you have no interest in it requires more thinking and it

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makes it more difficult because you don’t know where to start. (Dang, just went through that

quick)

(On to the 3rd paragraph) (hmm) “The Planning Strategies of a Publishing Writer,” an ar-

ticle written by Carol Berkenkotter was written about an experienced and advanced writer named

Donald Murray.  Berkenkotter’s research was to try to find understanding on how an advanced

writer goes about writing.  (Trying to figure out what to say next) As the research continued she

noticed that Murray did a lot of revising and editing during the process of writing his paper. 

(Looking back at article) Also, whenever Murray got stuck he would turn to his day book.  His

day book to my understanding was notes that he thought of during the day so he’d jot it down in-

case he would need it later on.  (Uh.. ) What made this research so difficult was Murray editing

his paper so much that Berkenkotter struggled with keeping up with all the coding she tried us-

ing. (Just reading about it made it confusing ha) In all, Berkenkotter realized at the end of this re-

search that an experienced writer is constantly editing or revising his paper.

(Last paragraph.. woo hoo!) My impression of Murray’s writing processes kind of

stressed me out.  I feel that he did so much editing and revising that it would be tough to get

through the paper.  (Mumbling something) Also, one thing that I do is I jot down a lot of my

notes, and then begin to write and try to get all my thoughts down before editing anything.  Al-

though, I do edit my paper quite a bit like Murray, I do not ponder about what I want my title to

be.  (Uhh.. ) I try to figure out my title when I have finished my paper. (I guess that is all I really

have to say about this) There is definitely a huge difference between Murray and I, but I am not

surprised because I have no desire to do anything with writing and he is a very experienced

writer.

Appendix C:

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Codes

Writer’s Block (WBK) Stop writing because I can’t produce anything

Rereading Text (RRAT) To reread my text when I get stuck

Rereading Articles (RRAR) To reread the article when I get stuck

Losing Place (LP) To forget what I was writing or reading about

Pausing (P_) To stop what I’m doing be-cause I am stuck

Stray Thought (ST) To wander away from what I am doing

Distraction (D) Stopping what I’m doing because I can’t concentrate

General Planning (GPL) Organizing my thoughts

Local Planning (LPL) Talking about what I would like to do next in my writing

Global Planning (GLPL) Talking about what I want to change in my draft

Repeating (REP) Repeating what I am writ-ing or what I’m saying

Appendix D: Turn in on Monday

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