Special thanks to Nicole B. Wallack Dixon and Columbia's Undergraduate Writing Program
The WHY
Today, we will discuss WHY writing is a useful practice for thinking. We will practice both "Collaborative Reading / Text Rendering” and "Kinds of Responses / Loop Writing” exercises which aim to engage the student’s personal interest in the text itself, thereby fostering close reading, and encouraging students to articulate their thoughts free of the fear that may ensue when students are pressured to find the “right answer.” This informal writing differs from a traditional writing assignment as its purpose is not to produce a finished product, but to encourage creative thinking and personal textual connection.
Overview
Session #1: Collaborative Reading / Text Rendering
In our opening session, we will collaboratively read George R.R. Martin, Our Long Obsession with Mars (p. 36 - p. 43).
Agenda
Collaborative Reading / Text Rendering
As a group, we will read a longer passage of text, Our Long Obsession with Mars. Each person will read 3 lines in sequence.
Once we are done, we will read the same passage backwards, by line. Try reading in different moods, voices, or genres (tragedy, love letter, alien visitor, jazz solo vocal). Text rendering is a practice that invites students to collaborate and play with a text, while also encouraging the habit of reading all texts multiple times. Text rendering is also performative, inviting students to engage their bodies in the reading of a text.
FFW (7 min): What does the practice of reading a text aloud make possible? Consider voice, tone, inflection, and the acts of interpretation that underlie all of these things.
Popcorn Share: one person begins and others voluntarily share their writing at random, organizing themselves with nonverbal cues (or you can choose the next person).
Session #2: Kinds of Responses
Agenda
Kinds of Responses
(Nicole B. Wallack's adaptation of Peter Elbow & Pat Belanoff, Sharing and Responding)
Open Our Long Obsession with Mars (p. 36)
Center of gravity (5 min): Skim the reading to identify “center of gravity,” a specific place in the text that seems especially important, interesting, or generative. It is not necessarily the thesis or main idea. When students identify centers of gravity in their own or others’ work, they can find potentially rich elements of the text that might be developed further.
Summary (5 min): In one sentence, summarize this text. Summarize a text can be an illuminating exercise. Discrepancies between what the writer “meant to say” and what respondents “heard” are valuable sources of information. They tell writers how their texts are being construed or misconstrued and thus serve as useful guides for revision.
Almost said (5 min): What is almost being said in this piece of writing? What is “coming through” to the reader that is not being said overtly? Such questions can help writers recognize the full implications of their ideas and identify directions for further development.
More about (5 min): What do respondents want to hear more about? This question can help writers better understand readers’ desires.
Believing and Doubting (8 min):
Believing (4 min): skim the text to read it "charitably" or "generously." In your notebook, answer: What's interesting or helpful about this view? What would you notice if you believed this view? Under what conditions might these ideas be true?"
Doubting (4 min): skim the text to read it "skeptically" or "critically." In your notebook, answer: what are the errors and contradictions? If this text were reviewed by someone who holds opposing political beliefs, what issues would they raise in a negative review?
Small group (2 - 3) share out. Read or summarize from your notebook ( 2 min max per person).
Loop Writing
Loop writing is a sequence of interconnected focused free writes that aim to approach a single topic or inquiry from a range of different angles. This practice is useful when working towards a longer, more “polished” piece of writing because of the way students are pushed to generate a lot of “raw materials” that can later be revised.
The WHY: Loop writing is also useful as a close reading (writing to read) practice because of the way it asks students to write in response to someone else’s language and engage with it on different levels. The sequence of the focused free writes is particularly important with loop writing—there needs to be a progression from brainstorming => storytelling/experiential => expository and critical writing.
First thoughts (2 min): write down your immediate responses or reactions to the text.
Stories & Portraits (5 min): tell the story of a situation or experience that is somehow connected to the topic of the text. Include as many details and description as possible in your story or portrait. The goal is to use one’s own experience (and associations) to find a way in to a topic.
Dialogue with the author (5 min): Imagine you are able to have a real conversation with the author—write that dialogue. What questions would you ask? How do you imagine the writer would respond? These dialogues can even be performed as short plays.
Vary the audience (5 min): write to explain this text to your younger sibling / cousin or elder in your family. Be as clear and concrete as possible.
Record your own reading process (10 min): Tell the story of your reading of the text. This might be literal (what did you do in order to get through the text?), or you might keep track of your thoughts as they shift and change during your reading process. This prompt is also a moment where you use visual literacies to create maps of what happened as you read, using images and metaphors to convey the sensations experienced (i.e. a road map with potholes and construction). This loop is often assigned outside of class as homework, but can be done during a workshop session if given at least 10 minutes.
Imagining Key Questions (5 min): What question is this text answering? What problem does it address? What’s at stake for the writer? For the reader? What the text is trying to accomplish and why?
Discussion:
Which "Writing to Learn” and “Writing to Read” exercises feel most affirmative to your learning needs and wants? WHY?
Which "Writing to Learn” and “Writing to Read” exercises feel least comfortable to your learning needs and wants? WHY?
What creative reading or writing practice can you imagine being helpful to a learner like you? (invent your own for reading and for responding to a text)
Homework:
Choose two readings from Anthology that "speak" to you.
Read them twice.
Write 250 - 300 words that explain *how* you would put these two texts into conversation with one another for our final writing assignment (1 - 1.5 pages in google docs, Times New Roman size 12 font, double spaced, 1" margins). This should be "ugly" writing, please do not use AI (grammarly is ok for spell check and grammar). You are welcome to handwrite if you prefer.
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