“The bigger the issue, the smaller you write. Remember that. You don’t write about the horrors of war. No. You write about a kid’s burnt socks lying on the road. You pick the smallest manageable part of a big thing, and you work off the resonance.” Richard Price
This is a great post that breaks down a really common problem in student writing. It’s written from the perspective of a teacher, but the concepts covered in this post can be helpful for writing tutors and students as well. Check it out! 🙂
If you teach Composition, or a general essay-writing class, perhaps you worry that your students don’t always make clear, easy to follow arguments.
Perhaps they hand in essays that often — to put it bluntly — don’t make sense. Their papers may display some interesting ideas; the students may appear to have worked hard and done some real research. Yet when you read those papers, sentence by sentence, you have to stop and scratch your head before you understand the logic of what they are trying to say.
If this is the case, read on: this post is for you.
This is the sixth post in the series: How I Teach College-Level Writing.
The previous posts are here:
(Thank you to everyone who has read the posts so far!)
Now, I’d like to…
View original post 3,673 more words
“Write the ideas down. If they are going to be stories, try and tell the stories you would like to read. Finish the things you start to write. Do it a lot and you will be a writer.” Neil Gaiman
For more, check out this article.