WEEK 4: Expressive Writing

Expressive writing is about communication personal experiences, personal insights, and personal opinions AT THAT MOMENT.
How do we teach students to be expressive, yet appropiriate to the situation?

More thoughts on readings to come...
And these are the thoughts ... do I not claim importance for my posting by writing this intoduction?

Orsen Wells spoke about films, but I believe the thoughts work well for expressive writing, "a film [expressive writing] is a ribbon of dreams. The camera {story} is much more than a recording apparatus; it is a medium via which messages reach us from another world that {might not be our own} and that brings us to the heart of a great secret. Here the magic begins." Expressive writing allows the writer to bring his/her personal opinions, experiences, interpretations, and just plain story telling to the audience. While the audience is important, I believe expressive writing is about the writer. The chooses what is expressed, how, and to whom. Burnham's article on Expressive Pedagogy touches on all these points-BUT the writer is placed in the middle. The writer should be empowered by putting personal words on paper. But those words have to be read, otherwise how is the writer's thoughts validated? Expressive writing invites the writer and the reader to interact. The interpretation takes the concept of personal into the living world of the writer and the reader. The personal recording of Marxist, Cultural, Feminist, Gender, Critical, etc. for the writier opens up thoughts that the reader can embrace, refute, or ignore that thought process in turn becomes a product of the expressive writings for the reader. Without exposure to the writing, the writer and reader do not make a connection. That possibility of connection makes the beauty of effective expressive writing a joy!

Lamb touches on this when he discusses the three mysteries at the heart of writing. He also goes further when he discusses the "act of writing". Nothing comes easy. some may have the gift of clarity of writing, but the "engaged pedagogy" that belle hooks discusses on page 33 gives equal value to the writer, the reader, and the reason. Added to Lamb's "Practice/Theory, Theory/Practice" the teacher and the student are equally important and equally receptive to the voices of each other.

As a left over of the 60's, I do believe in social commitment and the importance of "words". Ideally words will empower individuals and inspire and unitea community. Unfortuantely the power of words can hurt and words can silence and marginalize. Always there should be an encouragement of a critical, thoughtful, and enjoyable reading of the written work. But always, the written work must be composed. The act of the writing to be shared is the Teaching of (effective and truthful, while personal) Compostition. be the I agree with Elbow and belle hooks when they advocate an "engaged pedagogy,holistic teaching, [that become of value in the teaching of] the expressivist project 33).

WEEK 3: Post Class Discussion

Great Discussion and a special thanks to our discussion leaders, Melanie and Justin. I believe the root of all the discussions was "Find what works for you as a teacher: and "Everyone will survive your class". As always, I believe in "the passion of you".
I have taken numerous Portfolio Classes from high school in th 60's to date. I believe in the process of the composition but the final product is also important. I think mixing up the readings, postings, presentations with the pre-writing, writing, and revisions is worthwhile (and allows for personal expression within the context of the class requirements). I would like to add one element-IF 5 articles are required during the course the final portfolio could be a writer's personal selection of 3.