Blog #4 -

 This week, I was going over the Lunsford & Lunsford readings, realizing how crucial mistakes are and their influence on the students' writing development. Firstly, addressing how the Lunsford & Connor's Study in the 1980's played a big role in discovering how nonbeneficial teacher commentary might come off as. I see there is an association between this and present alternative modes of discourse as described in Lindemman's Chapter 12: Teaching Rewriting. There is the clear cut relationship  that students despise rewriting. I can attest to this as I had struggled as a student finding any pleasure in having to reword and rewrite as then a high school and undergraduate student. Honestly, it was not until I entered the graduate program did I truly embrace the need, and possibilities, of taking the "recommendations" by the teachers. Much of the commentary Lindemman gives recommendation for students to embrace group feedback and the outlining of a draft, which are crucial for students to be less deterred to implementing these strategies to make positive rewrites to their drafts. Lindemman believes that students should take listening to their classmates as an ability to effectively have written feedback that is not as harshly criticized by their teacher. The teachers own responsibility is to not simply be seen as an overbearing figure in the classroom and bombard the student with red markings on their drafts. Rather, the teacher is to provide the students with their expectations of their writing at the beginning of the class and have a checklist to stay on track of the topic. Overall, I found all these tips beneficial and made me highlight that when I teach, these are some of the approaches I would like to have with the students. 

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