- Does Sommers' criticism of the models of the
writing process that were current at the time
seem to include Perl's article, which was
published a year earlier?
- What is wrong with basing a model for writing on
speech? How do written and spoken language differ
from each other? (Think of some ways besides the
ones that Sommers mentions--try to play on the
ideas of "ephemeral" and
"indelible.")
- In what ways does Sommers' methodology seem
similar to (and was perhaps even influenced by)
Perl's? What were the important differences
between the two designs?
- Does the students' vocabulary for revision seem
similar to how your own students would talk about
it?
- What do you think of Sommers' writing style in
comparison with, say, Perl's? What accounts for
this difference?
- What do you think of Sommers' analysis of how
students conceive of revision? Does it seem
insightful and accurate to you? Could she be
describing your own students? Why or why not?
- Can you draw up a list of the principal
differences between the student writers and the
experienced writers? What do you think is the
most important difference?
- How do the views of the experienced writers on
the subject of revision correspond to your own?
- Would the metaphor of Con Edison that one writer
uses (52) be a good way to describe your own
composing process?
- How is the idea of "dissonance"
important in this essay?
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