ERIC Number: ED390042
Record Type: RIE
Publication Date: 1995-Jul
Reference Count: N/A
Preparing Students To Write in the Real World.
While the process of getting together a writing portfolio might help some students to understand how one is assembled, not all, or even most, graduates will have need to go through the process again in their lives. All the more reason, some would say, for them to do it now, but there are any number of reasons why this assumption should be questioned. First, the portfolio construct seems to value creative writing and personal narration over textual analysis, argument, synthesis, and other more traditional modes of discourse. Realistically, in their post-graduate lives, students will need to produce clear writing quickly. In their careers, they will need to draft memos, prepare briefs, and send e-mail on a daily basis. Do educators seriously expect students to brainstorm, freewrite, take a memo through drafts, perhaps have a colleague offer input before revision? Barbara Fassler Walvoord suggests that part of the writing curriculum should help students to write and revise quickly in the classroom. If the impromptu essay test is restrictive, expecting the student to write on someone else's topic under time pressure, then a writing course should help students to write under such conditions since such conditions will be the conditions through much of their professional lives. (TB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing Contexts
Note: Paper presented at the Annual Penn State Conference on Rhetoric and Composition (14th, University Park, PA, July 12-15, 1995).