Bad ideas about writing summary
Bad ideas about writing by Cheryl E. Ball
TOEFL Writing ULTIMATE Guide
Bad Ideas about Writing
We envision the collection as an agon of opinionated statements about writing instruction that will spark debate and rethinking of pieties and myths. This is not an exhaustive list, and we invite contributors to propose additional topics. In addition, we also invite contributors to push back against these ideas. We seek an agon, not an echo chamber. The editors seek word proposals for entries that will be 1,, words plus, or including the responses.
Bad Ideas About Writing counters major myths about writing instruction. Inspired by the provocative science- and social-science-focused book This Idea Must Die and written for a general audience, the collection offers opinionated, research-based statements intended to spark debate and to offer a better way of teaching writing. Contributors, as scholars of rhetoric and composition, provide a snapshot of and antidotes to major myths in writing instruction. I recommend it to all my writing teacher friends. The next time you hear one of those misconceptions, head directly to Bad Ideas About Writing.
For more free books or to inquire about publishing your own open-access book, visit our Open Access Textbooks website at. Ball and Drew M. Therefore, this work is licensed under a Creative Commons Attribution 4. This license means you can re-use portions or all of this book in any way, as long as you cite the original in your re-use. You do not need to ask for permission to do so, although it is always kind to let the authors know of your re-use.
St. John's English Department Website
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According to cultural theorist Steven Poole, bad ideas are like zombies. These bad ideas threaten to infect our schools and devour the brains of unsuspecting colleagues and students, and it is up to us to rev up the chainsaws and bury bad ideas about writing for good. Organized in eight sections that each focus on a different contagion like mindless meditations on style and ruinous ruminations about ineffective writing teachers, Ball and Loewe plunge us into the epidemic and provide sixty-one antidotes—short chapters that help us take out one bad idea at a time. The chapters are roughly five pages each, pint-sized but potent, and they help both the novice writing teacher and the experienced writing program administrator to identify particular walkers, to understand their origins and appeal, and to slay them with recent, relevant research in rhetoric and composition. We scanned the table of contents together as it provides a microcosm of research areas in the field of Writing Studies. Then I asked the graduate students to choose chapters that most interested them—to read, summarize, and discuss how the chapter complicated their understanding of writing and writing instruction. What surprised me, however, was how the graduate students remixed the book into their own first year writing courses.
The author-god, according to midth-century language theorist Roland Barthes, embodies the Romantic notion of the artist to whom brilliant epiphanies come to be written down. In fact, at times throughout history, the best authors were believed to have been chosen and directly inspired by God himself. The idea of the genius author perpetuates the bad idea that some people are just born good writers while others are not. Many institutional reasons exist for holding on to an untroubled concept of genius authorship: degrees, jobs, grades, salary, promotions, tenure and awards often depend on it. And writing is hard work; we feel a sense of pride at what we have accomplished and having our name attached to it. While culturally and professionally we are all quite attached to the idea of individual author genius, it has been complicated by the technological shifts of the last several decades -- notably the personal computer, word processors, the internet and all its present manifestations -- which facilitate the conflation of author, reader and editor.