By Melody Pickle, Writing Specialist, WAC, Kaplan University Writing Center
This video emphasizes the importance of being able to receive feedback in order to improve a piece of writing. Sometimes, when students write (or when I write), it can be hard to revise because they (we) have worked so hard to get the words on the page in the first place. It can also be difficult to revise a paper when the topic is something about which the student has strong feelings. This video deals with the overconfident or “The Genuis” writer who does not wish to revise his paper.
The DePaul University Writing Center produced this video as part of a series of videos called The Breakroom. These videos demonstrate how peer tutors working in a Writing Center help determine best practices for tutoring students.
Recently, a student informed me that he did not have a writing process. He simply sat down and wrote his thoughts out the first time he sat down. He did not revise, and he had no plans to adopt a “process.”
It is not uncommon to hear this.
However, similar to the student work demonstrated in the video, his papers did not follow the directions and reflected a lack of the critical thinking required for the assignment.
For many students, writing is simply a product and not a tool for learning and thinking. However, emphasizing multiple drafts and a writing process can help students understand how feedback and revision are about improving the thinking behind the final written product.