(Continued from previous message)
I think, we are back to the problem of that it is not the program or
philosophy that is at fault here but the implementation of it by some
teachers.
CB>RL>When I was in University studying to be a teacher, our language
  >RL>practicum instructor made us write every week and keep a log of our
  >RL>experiences. We had to look into how we wrote - the processes..how we
  >RL>went about it. It was quite an eye opener and made me more aware of 
hat
  >RL>the kids go through...even though I am a much more experienced writer.
  >RL>So try it Charles, sit down every week and just write and then think
  >RL>about what you did as you wrote.
CB>I write quite a bit in connection with my work as a union leader.  I
  >understand the process quite well, I think.  I can't write more than
  >a sentence or two at a time without stopping to re-read and check
  >spelling and grammar - it is what makes the words make sense.
I do the same in certain circumstances, but not in all. Also, writing as
an adult, our processes do tend to be a little different based on our
experiences. However, when writing a piece of fiction, I do find that I
am trying to write my basic ideas down first without being overly
concerned about the spelling and grammar - note I say overly not that I
am not concerned with it.
When I was writing my writing log, I realized that different types of
pieces meant a different type of writing process. That is, although many
of the same strategies are used one does it a little differently. It is
like reading for pleasure or for instruction. When reading something
very technical one tends to slow right down in order to make sense of it
all. Fiction however can, if necessary, be skimmed quite quickly.
                        Well, I hope you can understand what I have been
trying to get at. ;)
                        Ruth
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 þ QMPro 1.53 þ Murphy's Golden Rule: Whoever has the gold makes the rule
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