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ERIC Number: ED229787
Record Type: RIE
Publication Date: 1983-Mar
Pages: 10
Abstractor: N/A
Reference Count: 0
Inner-Tennis Principles Applied to Writing.
Miller, Randall
Some principles upon which writing assignments can be built include the following: (1) different skills are involved in the steps of writing, rewriting, editing, and proofreading; (2) writing is a subconscious act involving the holistic powers of the right brain; (3) students become aware of their performance through accurate feedback; (4) real learning comes only when there is inner motivation; (5) students should avoid false goals and divided wills; (6) the more the students become involved in the writing task, the more effort is applied; (7) concentration and enjoyment are essential to the best kind of writing; and (8) quality work comes only with oneness with the task. An application of these principles to writing exercises can involve an assignment such as asking students to write in a personal journal each week. This allows students to feel free to write and express their ideas without concern for writing for an English teacher. The journal can also serve as a sourcebook for later writing assignments. Free writing assignments help students to write without consciously thinking about ideas. Shared writing experiences create real audiences for what the students have to say and make the student care about and be aware of audience response. Appropriate teacher and peer responses offer students accurate feedback for writing improvement to occur. Finally, a series of assignments that encourage students to write for fun can take advantage of imitation as a means of helping students to become aware of different styles from different authors and of incorporating those things into their own style. (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Audience Awareness; Journal Writing
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (34th, Detroit, MI, March 17-19, 1983).