It all sounds so simple - when you hit that wall of writer's block, look at Linda Flower's model, figure out where you're stuck, and the answer will be there waiting for you - to the best of my knowledge, they never found the Holy Grail either.
Sarcasm aside, I do see how it should work, when I am on a writing quest with a specific rhetorical agenda in mind, my hands seem to run over the keyboard as though my mind has pre-loaded the entire paper into my fingertips; whereas, when I'm feeling forced to create an argument out of thin air, pulling sentences out of my head is often painful.
For me, however, this does not lead to a flowchart, so much as the curricular question: How do I create asignments that will stimulate my students toward specific rhetorical agendas?
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