Summary2

The chapter starts by giving the book's author Lindemann's way of starting writing. She also states that this process of beginning to write is different for each person. But, she still says that the three steps to people's writings are prewriting, writing, and rewriting. The first part of prewriting is the person needs to accept that they are going to write. Another part of prewriting is that the person needs to answer the questions about purpose, audience, point of view on the subject, and the code. These steps can be and usually are done mentally. The planning of the writing also helps to develop the writer's message, and asses the writer's own feeling to the message. The process of writing simply changes the mental message in the writer's head to a physical message that can be read. Rewriting is the actions of editing and revising ,proofreading. Editing is fixing the mistakes like grammar, spelling, comma splices,... Revising is the systematic improvement to the text, example being moving sentences around to improve the flow of the message. The problem with the rewriting process is that writing teachers make rewriting more has a punishment to correct the mistakes. This causes many students to stay away from the messy first drafts that are needed for proper writing.

From the start Lindemann states that the writing process is different for all people. This difference does not seem to include the tree basic steps of prewriting, writing, and rewriting. The difference seems to be more about the actions a person takes for these steps. At the start Lindemann says that she(?) clears off the kitchen table and spreads her work and notes on the table. This is how she writes but the differences do not seem to include the three steps of writing. The differences are more like where, and how they write instead of there being different process like Lindemann implies, like there are four steps or five steps to the writing process. The again the generic nature of the words cover all aspects. Prewriting, writing, and rewriting covers all writing periods just like past, present, and future covers all time periods. A better subject for this chapter would be the different styles of prewriting, like web graphs, brainstorming, and the like. But the end of the chapter with regards to the writing teachers putting emphasis on rewriting has punishment and causing messy first drafts to become rare seems out of place. Before we turn anything in to a teacher the first draft would have been rewriting already and the copy giving to the teacher would be post rewriting. Lindemann seems to think that teachers want a first draft, but almost all writing assignments that I have had, the teacher would rip off my head for turning in a rough (1st) draft instead of the rewritten final draft. So the messy first drafts still exist for me, but they get revised and edited in to the final draft. The use of the teacher reference by Lindenmann is more of a warning to teachers that continuation of correction of grammar and spelling is not has important has the message of the work. The concentration on grammar and spelling will produce writing robots instead of surfers that ride the ebb and flow of the written messages.