As a writer, realistically we
realize we’re going to revise our pieces. The process however can be very
different depending on the type of writer we are. For some the revision step is
completed in creation and construction. One-draft writers revise as they write,
with little to no revaluation only progression forward as the piece is
completed. For one-draft writers, revision isn’t considered a major focus of
the piece because they come into the draft with a set direction, and the piece
is constructed around this set plan. I personally believe academic writing, and
the structure of academic writing pushes a one-draft format. With most academic
writing I feel confined, and almost caged into a topic with little to no
creative license.
Whereas, for multi-draft writer’s
revision is the construction. They create a framework as they write, and then
return to the piece over and over building upon the initial framework, altering
it, and allowing the piece to change as it develops. The changes the piece of
writing can face can be minimal to a complete reconstruction of the writing and
these changes can be done in a short period of time or with significant lapses
in time between revision of drafts. For me I find myself a multi-draft writer
the more engaged and connected to the piece I feel. If I enjoy writing the
piece, I’m more engaged and more willing to develop the drafts and work on
them.
Although my dislike for academic
writing because of the feeling of a rushed confinement to a linear structure,
many appreciate the one-draft nature academic writing provides and they carry
this structure into other types of writing. For most one-drafters, revision is
done in the moment as they are writing their piece. The lack of returning to
the work and reevaluation of what’s written leavers the writer with less
reflection but a solid completion. In Harris’ article, “Composing Behaviors of
One or Multidraft Writers,” a major point of interest or significance for me is
when she writes, “The one-drafters move quickly to decisions while composing,
and they report that once they are done with a paper, they prefer not to look
back at it, either immediately re-read it or at some future time, to think
about revising it.” (Harris). For typical one-draft writers, they work the
piece onto paper, and once they reach the end its reached its final point of
completion. As I writer, this is where I differ from a one-draft structure
particularly when I’m writing about a topic, or style I’m passionate about. Once
I reach the end of the paper, I want to go back, review, re-read, and
reevaluate my creative decisions rather than having the finality of closure. This
fast pace and quick decision time I think allows for more limited organic
development, because one-drafters have already committed to a direction before
they even start writing.
I never considered revision and the
importance it played in the writing process until taking the revision theory
class last semester, and Murray’s internal revision piece really struck a chord
with me is the importance of discovery within revision. Discovery dictates how
we write, what we write, and it helps us develop a directional heading within
our writing. I think often that one-draft writers miss this opportunity because
since the revise as they write, it limits the amount of discovery and the
organic nature of the writing process in some ways. At least I know that’s definitely
the case in my own writing, because the less investment into the discovery
process, the less revision I do, and the less revision the more linear and less
developed I find the draft. Although I may never feel truly done with a piece,
I do know however that if I’m no invested in the piece, and I don’t enjoy the
piece the less I’m willing to discover about it and the less I feel connected
to it.
Hi Becca,
ReplyDeleteYour discussion of motivation--how "invested" we are in a piece and its relationship to motivation to revise--seems really key. I often think we talk in the abstract about the tasks of writing as if we are always equally motivated to do them. Obviously, that's not the case. I think motivation can be a general orientation towards learning, and a response to a very specific writing situation. As an overall motivation, students either focus on performance or learning goals. Each begins with a different question: "How can I get the best grade/evaluation on this?" versus "What can I learn from this?" I wonder if the distinction you're drawing between how you feel about academic writing and other work might be related to having these two different motivational goals?
I definitely think there is a distinction between seeking an evaluation and grade versus the overall garnering knowledge or insight from the piece. I also think there is a distinction between investment in terms of audience. I think depending on who the audience is going to be alters the amount of time and effort invested into the piece in general.
ReplyDeleteI like how you define the multi-draft writing as a construction process; you can’t build a house in one go, can you? It seems that the amount of time between revisions and the feelings you adapt to that draft directly affect how happy you feel to make the revisions. I also think it’s interesting how the first thing you feel when you finish a draft is a desire to correct it; I’m just happy to be done!
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