Some essays are made for English Composition classes, and Why Write? (PDF file will open in new window) is such an essay. Why Write? is Chapter Two of the book, Teaching English Composition, Principles and Techniques, by Jane B. Hughey, et al., and I first became acquainted with the book about 1993-94 during graduate studies. The book was old and out-of-print then and is harder to get now which is why I will probably choose a few more chapters to put online in this blog.
I would like to explain a few reasons for using Why Write? in my classes. First the chapter itself is an excellent model for organized writing, and almost always students write their own essays very much like the organized chapter they are writing about. Second, the dichotomy mentioned in the first paragraph and the reasons for writing in the successive paragraphs are reminders to students why they write and further reasons for writing.
In the introductory paragraphs to Why Write?, Jane B. Hughey presents a dichotomy between two types of writing, which she calls meaningful writing and meaningless writing. The meaningful writing is that which is done for self. Meaningless writing is that which is done for others, sometimes teachers. This is writing that does not necessarily represent the real view of the author, but it represents a "supposed" view or the view of the teacher for a grade, nothing more. This is writing that goes to the trash when it is returned to the student, sometimes when the student is walking out the classroom door.
The four reasons for writing are easily identified by students. One of the most important reasons for writing is that "writing is for critical thinking and problem solving." I believe this is especially important, first, because writing ideas requires the writer to think about an issue before committing it to paper. Ideas written should be organized, which requires thought. Then, once something is written, it is possible to read it from the perspective of a third person. It is possible to say "This is what I thought then." Having the ability to hold an essay or an idea in one's hand gives the writer the ability to see as BOTH writer and reader, which is the ability to see from two perspectives, not just one. This in itself is the crux: Through writing, writers develop consciousness, something not possible (or at least extremely difficult) for those who do not or cannot write.
Another important reason for writing is that "Writing Helps Us Control Personal Environment." The personal environment of a university student may be his/her immediate family, extended family, neighborhood, school or university, community, state, and country, and the larger the "personal environment," the less "control" the writer would have. However, it is the writer's responsibility to "choose" the environment in which he/she would have the most impact. While a student writer could not necessarily greatly influence the foreign policy of his/her country, the writer may have some influence in a decision whether to open a Walmart in his/her neighborhood. Non-native speakers (NNS) of English should also consider writing to control personal environment from their perspective. Often NNS have a unique world-view that permits them to push toward their view of a better world, which is what they should do given their ability to write in English for a larger audience.
In sum, the way the semesters are divided in Mexico, which is into thirds, each lasting about a month, I always distribute this essay to students at about week two, and during their first in-class exam, students write their responses to this essay. In ALL cases, the essays contain six paragraphs, an introduction within which they respond to the "dichotomy" question, then four paragraphs within which they respond to "examples" from their own writing in English or Spanish, and then a conclusion in which they offer a brief summary of their essay.
Interestingly, when I hand the exam back with my comments and their grade, I ask the class to think about the dichotomy, and then I ask this quesion: "Would you call this essay (1) meaningful writing or (2) meaningless writing? The responses are always "interesting."
It is possible to download Why Write? HERE, and the following text is like a "study guide" that students may use to prepare for an in-class discussion or an in-class written exam:
Possible Discussion Topics: (1) In the introduction, Jane Hughey presents a dichotomy between two types of writing. What two types of writing does Hughey present, and what are their differences? (2) What are the four purposes for writing according to the authors? Give an example of each, either in English or your first language? (3) What is the fourth reason for writing, and why is it significant? What are some examples of "personal environment" for university students? Suggest instances in which control of personal environment is important both now for university students and in the future for independent business representatives serving the interests of (your country)?
