Synonyms for freewriting or Related words with freewriting
Examples of "freewriting"
, a term commonly used by Elbow, coined by Ken Macrorie (who called it free writing), is a process of writing without stopping, without editing, without sharing, without worrying about grammar, without thinking, without rushing. Elbow suggests that writeres write whatever they want and however they want for 10 to 15 minutes--daily. Normal
can be adapted to focused
involves trying to stay on a topic, which is particularly useful when a writer has a specific assignment to do. Public
is for sharing, which makes it seem a little more risky. But it can be very useful in groups where good trust has built up. The goal is to create language that is more natural and lively, all the while making the writing process easier and more comfortable
Prewriting activities. These could include brainstorming and/or other
activities, drawing conceptual maps, participating in an ethnographic study, research, and more.
Unlike brainstorming where ideas are simply listed, in
one writes sentences to form a paragraph about whatever comes to mind.
Peter Elbow advanced
in his book "Writing Without Teachers" (1975), and it has been popularized by Julia Cameron through her book "The Artist's Way" (1992).
Dorothea Brande was an early proponent of
. In her book "Becoming a Writer" (1934), she advises readers to sit and write for 30 minutes every morning, as fast as they can.
is often done on a daily basis as a part of the writer's daily routine. Also, students in many writing courses are assigned to do such daily writing exercises.
Another way to find a topic is to freewrite, a method first popularized by Peter Elbow. When
, you write any and every idea that comes to mind. This could also be a written exploration of your current knowledge of a broad topic, with the idea that you are looking for a narrow topic to write about. Often
is timed. The writer is instructed to keep writing until the time period ends, which encourages him/her to keep writing past the pre-conceived ideas and hopefully find a more interesting topic.
Peter Elbow is a Professor of English Emeritus at the University of Massachusetts Amherst, where he also directed the Writing Program from 1996 until 2000. He writes about theory, practice, and pedagogy, and has authored several books and a number of papers. His practices in regard to editing and revising are now widely accepted and taught as the writing process. The invention technique
is dubbed as a "student-centered movement".
Prewriting, Murray contended, should take eighty-five percent of the time dedicated to the writing process. According to Murray, this stage can involve strategies such as brainstorming, organizing, activating prior knowledge, and even daydreaming. Murray recommended using the "discovery draft," similar to Peter Elbow's
in which the writer writes as fast as possible without stopping. Murray believed this process would lead to new discoveries and an element of surprise that is not realized by the writer at first. Once ideas are generated by the writer, then, writing or drafting occurs. As a result, the first-draft is created.
As far as strategies for coping with writer's block Clark describes: class and group discussion, journals, free writing and brainstorming, clustering, list making, and engaging with the text. To overcome writing blocks, Oliver suggests asking writers questions to uncover their writing process. Then he recommends solutions such as systematic questioning,
, and encouragement. A recent study of 2500 writers aimed to find techniques that writers themselves use to overcome writer's block. The research discovered a range of solutions from altering the time of day to write and setting deadlines to lowering expectations and using mindfulness meditation.
"Writing With Power" was published in 1981 during an era where writing teachers were starting to try to get a sense of what it meant to be a writer teaching writing. During this time, current-traditionalism was quite popular in handbooks for writers (Strunk & White's "Elements of Style", for example). This method presented writers with a very cut and dry sense of how to write. With the publication of "Writing With Power", Peter Elbow broke the current-traditionalist mold. This book proffers various techniques for writers to try, finding one that best suits them. This book takes writers through the whole writing process from generating ideas (where
once more makes an appearance) to revising and editing both alone and with others. Elbow goes on to address issues when writing to different kinds of audiences and also how to seek adequate feedback. It seems to be Elbow's goal to show writers that there is more than just one "correct" way to involve oneself in the writing process. If writers learn to interact with their writing in these ways, they have learned to write with power.
In 1965 he returned to graduate school, this time at Brandeis University. He had to get over beginning by trying to write "well" -- that is to write good sentences and work from an outline. He had to learn to write what he liked to call "garbage." He came to accept that he simply couldn't write right; he could only write wrong; and then try by revising to make it right. Elbow has said that the process of
really came about during this time in his life. He would sit down with his typewriter and type out all his thoughts, making writing a sort of therapy. This helped him to write his graduate papers. When it came time to write a dissertation, he spent a year trying to write about metaphor -- not metaphor as linguistic decoration but metaphor as thinking. He realized that this would make the process interminable. He settled on Chaucer. He would eventually make his dissertation book-length and publish it in 1975 under the title "Oppositions in Chaucer".
"Writing Without Teachers" was Elbow's first book about writing, and the one that has made his
technique so popular as a pedagogical practice. In this book, Elbow uses two main metaphors. These are metaphors that reflect Elbow's interest in letting one's ideas develop and change throughout the writing process. The first is to see writing as growing. It must move through stages. The first stage is to generate words before a writer can continue to "grow" a piece of writing and move through the subsequent stages. In this section Elbow stresses that it is crucial to write as much as possible because the more a writer writes, not only does he have more to work with, but he also has more to throw away, allowing him to keep moving through the growing stages of writing. The second metaphor is to see writing as cooking, letting ideas simmer and bubble until they are ready to be used. In this metaphor, Elbow emphasizes interaction, particularly between writing and reiteration. According to Elbow, growing is transformation at the macro level, cooking is transformation at the micro level. Essentially, the writing lets his ideas simmer until he can use them to interact with his writing. Elbow suggests that writers spend sufficient time writing as well as stopping completely and reflecting on what the larger picture is meant to present.
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