William Cope
Abylai Aidarov
Lavine LimaMultimodal Literacies MOOC’s Updates
Section 10: Making Meaning by Writing
This update continues to examine written language, this time from the perspective of representing and communicating meaning by writing. We begin by looking at how making meaning in the written mode develops with a discussion of how speaking and writing differ. We then explore alternative approaches to describing how written language works, from the traditional grammar of didactic pedagogy, to Chomsky’s transformational-generative grammar, to Halliday’s functional approach. We end the update with our own Multiliteracies approach, which describes what we call the ‘design elements’ of written texts, and a discussion of the design process.
To explore these issues further, see the supporting material on the Literacies website.
Comment Below: How and why is writing different from speaking? What are the implications for literacy teaching and learning?
Make an Update: Find an approach to learning to write that you have encountered, or used, or would like to know more about. Describe and analyse the approach using the concepts introduced in this section.
Of course, writing and speaking are speaking abilities and skills, even though they are both language skills. Writing ability is the ability to express ideas in written form, while speaking is expressing ideas in spoken language.
Of course, writing and speaking are speaking abilities and skills, even though they are both language skills. Writing ability is the ability to express ideas in written form, while speaking is expressing ideas in spoken language.
Of course, writing and speaking are speaking abilities and skills, even though they are both language skills. Writing ability is the ability to express ideas in written form, while speaking is expressing ideas in spoken language.
Of course, writing and speaking are speaking abilities and skills, even though they are both language skills. Writing ability is the ability to express ideas in written form, while speaking is expressing ideas in spoken language.
Of course, writing and speaking are speaking abilities and skills, even though they are both language skills. Writing ability is the ability to express ideas in written form, while speaking is expressing ideas in spoken language.
An aspect of spontaneity stands out as the primary difference. Our speech is uncontrolled and may include repetitions because of this. Writing, in contrast, is a systematic way of expressing ourselves.
Writing is different from speaking in many ways. Writing is about distance and not real time. We can go back and forth to rewrite, edit, remove some words or phrases to make a piece of writing correct in terms of our planned ideas and grammar. On the other hand, speaking happens at the same time of the sender and receiver. It can be full of ungrammatical errors and repetition of words because speakers cannot go back in time to correct them. It can also talk about speaking as linear and writing as multilinear.
I agree with the statement made by Margaret Atwood that A word after a word after a word is power. because I think that learning to read and write is one of the most important skills for sharing and acquiring knowledge. However, we will all agree on the fact that not all people are privileged to learn, particularly those people in unfortunate positions. That being said, I believe that we can be a tool and a way that will help them in the future. According to White (1986:10), writing is the process of expressing ideas, information, knowledge, or experience and understanding the writing to gain knowledge or some information to share and learn. During this course, I learned the different approaches to learning to write. I can say that most of them I am familiar with, such as the traditional grammar that represents writing in a basic way. We all know that morphemes, parts of speech, and syntax are some of their components due to the fact that these are taught in school. Next is the difference between speaking and writing. To sum it up, I learned that while both writing and speaking might have similar purposes of interacting, sharing, and gaining knowledge, they consist of quite huge differences when it comes to structures, concepts, and more. Another one is the process of writing. This topic helped me gain knowledge and a deeper understanding of the proper way to create a research paper, story, paragraphs, and more, which will be a great advantage in my academic life as well as the interaction of social and cognitive in writing, through which I gain insight into its process. An approach to learning to write that I would like to find out more about is the different theories stated by different linguists, such as Noam Chomsky and Michael Halliday.
Reference:
https://www.inc.com/glenn-leibowitz/50-quotes-from-famous-authors-that-will-inspire-yo.html
http://repository.ump.ac.id/5266/3/CHAPTER%20II_NAILATUL%20KHASANAH_BIOLOGI%2715.pdf
As the theorists of language learning state, the best way for learning is through imitation. A good way for writing it works for me is imitation, I mean, modelling the text and strategies
A writing approach which I have formally used in classroom settings is called The Lost Tools of Writing. This approach identifies the three problems that all forms of writing attempt to solve. The problems include coming up with something to say (solved via the discovery or invention/research process), managing the data or information (solved via organization), and, then, saying it appropriately (solved via the elements of style and form).
This approach is an organized and incremental method of writing development and meaning making, and because it leads along the natural ordered lines of inquiry and then organization and then culminates in a close look at style elements (genre specific), it essentially allows the process of writing to become manageable and less cumbersome for the student. I find a correlation between the Lost Tools approach and The Writing Process discussed and outlined by Dr. Cope in the video 10.6, particularly in the plan, draft, review, and revise sections. When a student plans, it places the student in a different cognitive mode of thinking which could be considered more open-minded and divergent. In this mode, the student is asking questions, especially, and making inquiry and searching for answers. Various connections are being made during this search, and as connections begin to form, the student naturally begins to collate and to organize thoughts and data -- though in terms of function proper, that is, the use of the categories within Scholar, for instance, or the formalizing of an outline via pen to paper or via any digital word processing, the organization becomes actual and visible to not only the student but to the community. (A note: This kind of community interaction is so greatly enhanced by the use of software or online writing platforms like Scholar or even GoogleDocs that the lesser used traditional utilities of writing, like pen/pencil to paper or even word processing tools on individual computers, seem almost inadequate in terms of immediacy and communal learning. That is not to suggest communal learning does not occur using traditional utilities, but it is to say that the learner and the community must work more diligently, intentionally, and harder at such learning.)
With regard to draft, review, and revise segments through which all formal writing must pass, the correlative process between Dr. Copes discussion of The Writing Process and The Lost Tools of Writing are similar in scope. Where they diverge is in the sophistication that the Scholar platform allows for interaction; however, I hope to at some point teach the writing process while using Scholar's wonderful interactive, community process for student writing.
One final note, I do think that the pedagogy used by The Lost Tools of Writing is a particular strength for actually thinking about or talking about writing, per se, and especially the segment on Invention or Discovery (coming up with something to say) as it is inquiry/question driven upon multiple levels and models/instructs students on this skill, in particular. I am not sure that Scholar allows for this sort of instruction although the writing process tools in Scholar may accommodate such instruction.
A final note: The Lost Tools of Writing is a formal curriculum and is published by The Circe Institute. I have used this material in home education and classroom settings with much student success. Also, another software program that I have used within our home setting and that my students have encountered at the university level is called Rationale. Rationale is an excellent thought process tool that utilizes visual mapping tools for developing both writing and critical thinking within the writing process. I highly recommend both, and, no, I am in no way affiliated with either work except as an educational consumer.