Enter\u00a0Flash-Drafting<\/span><\/h2>\r\n\r\nFlash Drafts<\/h3>\r\n![\"drawing](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/107\/2016\/07\/01185751\/5482372748_a8b64773ac_z-300x240.jpg\")
\r\n\r\n \t- are completed in one concentrated time period (~ 45 minutes)<\/li>\r\n \t
- are written \"fast and furious\" with no time to sweat the small stuff<\/li>\r\n \t
- contain notes where a writer might need to research or develop further later<\/li>\r\n \t
- conform to the general structure of the final product<\/li>\r\n<\/ul>\r\n<\/div>\r\nBy adding in a timed component to the first, fast draft of an essay, you get several advantages. There's literally no time for perfection, so concerns about \"doing it right\" stop being a roadblock to writing anything at all. Flash drafts\u00a0generate a lot of raw material that can be refined and built upon later. And these drafts boost your confidence as you realize how much you already know about the subject.\r\n
Flash drafts are effective for any writer. Proof of this comes from the following essay by Stacey Shubitz, a teacher of writing for both grade school and college students.<\/p>\r\n\r\n
\r\n\"Flash Drafting Leads to Large-Scale Revision\"<\/h3>\r\n
I\u2019ve been at the June Writing Institute this week. \u00a0Kelly Boland Hohne<\/span> has been my section leader for \u201cRaise the Level of Literature-Based and Research-Based Argument Essays.\u201d In the past week, I\u2019ve written two flash drafts, one literary essay and one research-based essay. I have found the process scary and liberating all at once. \u00a0Here\u2019s why.<\/span><\/p>\r\nFlash-drafting\u00a0unnerved\u00a0me because I\u2019m used to taking my time with writing. \u00a0I tinker with words. \u00a0I play with punctuation. \u00a0I type, I cut, I paste, I cut some more, I copy, etc. I do this because I want to make make sure my thoughts are as succinct\u00a0as\u00a0they can possibly be. This week, I learned that flash-drafting doesn\u2019t afford a writer with making it perfect. \u00a0That\u2019s what revision is for!<\/span><\/p>\r\nMy flash drafts and my initial revisions of my flash drafts were anything but perfect. Kelly encouraged us to use . . . a Glow and Grow.\u00a0. .\u00a0. \u00a0That is, after we flash-drafted, we looked at what we did well as writers and marked it \u201cglow.\u201d \u00a0Then, wherever we needed to improve our writing, we marked it \u201cgrow.\u201d \u00a0<\/span><\/p>\r\nWant to take a look at my flash drafts? Here are some links to the original ones, as well as my initial revisions. \u00a0<\/span><\/p>\r\n\r\n\r\n \t- Flash-draft of my literature-based essay<\/span><\/a><\/span> on\u00a0Elizabeth, Queen of the Seas<\/i><\/span><\/a> by Lynne Cox and Brian Floca<\/span>\r\n<\/span><\/li>\r\n \t
- Revising the claim and information<\/span><\/a><\/span> to support my claim. (Towards the bottom of this note.)<\/span><\/li>\r\n \t
- Revised draft of literature-based essay.<\/span><\/a><\/span><\/li>\r\n \t
- Glow & grow<\/span><\/a><\/span> for my essay.<\/span><\/li>\r\n \t
- Notes for my information-based essay.<\/span><\/a><\/span><\/li>\r\n \t
- Flash-draft of my research-based argument essay<\/span><\/a><\/span>\u00a0about team sports putting too much pressure on children. (You\u2019ll note I didn\u2019t reference from my notes when I was flash-drafting! That\u2019s because I was writing so quickly I didn\u2019t turn back.)<\/span><\/li>\r\n \t
- Revised draft of my research-based argument essay.<\/span><\/a><\/span> (This still needs more facts in it to be research-based. That\u2019s what I\u2019ll be working on next.)<\/span><\/li>\r\n<\/ul>\r\n
Seeing as I didn\u2019t spend tons of time on my flash-drafts, I\u2019m excited to revise because I know I need to. My flash-drafts weren\u2019t my best work. (Heck, they were all written while I was riding on mass transit balancing my iPad on my lap!) Now that I\u2019ve gone through the flash-drafting process\u00a0twice<\/i> this week, I understand how it can lead to more excitement about making large-scale revisions in response to what one learns next in writing workshop (or in my case, from my session leader, Kelly).<\/span><\/p>\r\n\r\n<\/div>\r\n<\/p>","rendered":"
A typical expectation for an essay draft is that it will take a few days to develop. The longer the final product, the longer that time of initial development (usually).<\/p>\n
From that perspective, it\u2019s no wonder many students are hesitant to revise later! When you\u00a0invest a lot of time crafting something, you grow quite attached to it. You don’t want to have that feeling of having to “start over” again with serious revision, later.\u00a0<\/span><\/p>\nEnter\u00a0Flash-Drafting<\/span><\/h2>\n\nFlash Drafts<\/h3>\n
<\/p>\n
\n- are completed in one concentrated time period (~ 45 minutes)<\/li>\n
- are written “fast and furious” with no time to sweat the small stuff<\/li>\n
- contain notes where a writer might need to research or develop further later<\/li>\n
- conform to the general structure of the final product<\/li>\n<\/ul>\n<\/div>\n
By adding in a timed component to the first, fast draft of an essay, you get several advantages. There’s literally no time for perfection, so concerns about “doing it right” stop being a roadblock to writing anything at all. Flash drafts\u00a0generate a lot of raw material that can be refined and built upon later. And these drafts boost your confidence as you realize how much you already know about the subject.<\/p>\n
Flash drafts are effective for any writer. Proof of this comes from the following essay by Stacey Shubitz, a teacher of writing for both grade school and college students.<\/p>\n
\n“Flash Drafting Leads to Large-Scale Revision”<\/h3>\n
I\u2019ve been at the June Writing Institute this week. \u00a0Kelly Boland Hohne<\/span> has been my section leader for \u201cRaise the Level of Literature-Based and Research-Based Argument Essays.\u201d In the past week, I\u2019ve written two flash drafts, one literary essay and one research-based essay. I have found the process scary and liberating all at once. \u00a0Here\u2019s why.<\/span><\/p>\nFlash-drafting\u00a0unnerved\u00a0me because I\u2019m used to taking my time with writing. \u00a0I tinker with words. \u00a0I play with punctuation. \u00a0I type, I cut, I paste, I cut some more, I copy, etc. I do this because I want to make make sure my thoughts are as succinct\u00a0as\u00a0they can possibly be. This week, I learned that flash-drafting doesn\u2019t afford a writer with making it perfect. \u00a0That\u2019s what revision is for!<\/span><\/p>\nMy flash drafts and my initial revisions of my flash drafts were anything but perfect. Kelly encouraged us to use . . . a Glow and Grow.\u00a0. .\u00a0. \u00a0That is, after we flash-drafted, we looked at what we did well as writers and marked it \u201cglow.\u201d \u00a0Then, wherever we needed to improve our writing, we marked it \u201cgrow.\u201d \u00a0<\/span><\/p>\nWant to take a look at my flash drafts? Here are some links to the original ones, as well as my initial revisions. \u00a0<\/span><\/p>\n\n- Flash-draft of my literature-based essay<\/span><\/a><\/span> on\u00a0Elizabeth, Queen of the Seas<\/i><\/span><\/a> by Lynne Cox and Brian Floca<\/span>
\n<\/span><\/li>\n- Revising the claim and information<\/span><\/a><\/span> to support my claim. (Towards the bottom of this note.)<\/span><\/li>\n
- Revised draft of literature-based essay.<\/span><\/a><\/span><\/li>\n
- Glow & grow<\/span><\/a><\/span> for my essay.<\/span><\/li>\n
- Notes for my information-based essay.<\/span><\/a><\/span><\/li>\n
- Flash-draft of my research-based argument essay<\/span><\/a><\/span>\u00a0about team sports putting too much pressure on children. (You\u2019ll note I didn\u2019t reference from my notes when I was flash-drafting! That\u2019s because I was writing so quickly I didn\u2019t turn back.)<\/span><\/li>\n
- Revised draft of my research-based argument essay.<\/span><\/a><\/span> (This still needs more facts in it to be research-based. That\u2019s what I\u2019ll be working on next.)<\/span><\/li>\n<\/ul>\n
Seeing as I didn\u2019t spend tons of time on my flash-drafts, I\u2019m excited to revise because I know I need to. My flash-drafts weren\u2019t my best work. (Heck, they were all written while I was riding on mass transit balancing my iPad on my lap!) Now that I\u2019ve gone through the flash-drafting process\u00a0twice<\/i> this week, I understand how it can lead to more excitement about making large-scale revisions in response to what one learns next in writing workshop (or in my case, from my session leader, Kelly).<\/span><\/p>\n<\/div>\n\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Revision and Adaptation. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Flash-Drafting Leads to Large-Scale Revision. Authored by<\/strong>: Stacey Shubitz. Provided by<\/strong>: Two Writing Teachers. Located at<\/strong>: https:\/\/twowritingteachers.org\/2014\/06\/27\/flash-drafting\/<\/a>. License<\/strong>: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li>
- Image of The Flash. Authored by<\/strong>: Robert Ball. Located at<\/strong>: https:\/\/flic.kr\/p\/9msAq5<\/a>. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Flash-Drafting Leads to Large-Scale Revision\",\"author\":\"Stacey Shubitz\",\"organization\":\"Two Writing Teachers\",\"url\":\"https:\/\/twowritingteachers.org\/2014\/06\/27\/flash-drafting\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of The Flash\",\"author\":\"Robert Ball\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/9msAq5\",\"project\":\"\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-579","chapter","type-chapter","status-publish","hentry"],"part":1844,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters\/579","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":4,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters\/579\/revisions"}],"predecessor-version":[{"id":1756,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters\/579\/revisions\/1756"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/parts\/1844"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters\/579\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/media?parent=579"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapter-type?post=579"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/contributor?post=579"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/license?post=579"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Flash Drafts<\/h3>\r\n\r\n\r\n \t- are completed in one concentrated time period (~ 45 minutes)<\/li>\r\n \t
- are written \"fast and furious\" with no time to sweat the small stuff<\/li>\r\n \t
- contain notes where a writer might need to research or develop further later<\/li>\r\n \t
- conform to the general structure of the final product<\/li>\r\n<\/ul>\r\n<\/div>\r\nBy adding in a timed component to the first, fast draft of an essay, you get several advantages. There's literally no time for perfection, so concerns about \"doing it right\" stop being a roadblock to writing anything at all. Flash drafts\u00a0generate a lot of raw material that can be refined and built upon later. And these drafts boost your confidence as you realize how much you already know about the subject.\r\n
Flash drafts are effective for any writer. Proof of this comes from the following essay by Stacey Shubitz, a teacher of writing for both grade school and college students.<\/p>\r\n\r\n
\r\n\"Flash Drafting Leads to Large-Scale Revision\"<\/h3>\r\n
I\u2019ve been at the June Writing Institute this week. \u00a0Kelly Boland Hohne<\/span> has been my section leader for \u201cRaise the Level of Literature-Based and Research-Based Argument Essays.\u201d In the past week, I\u2019ve written two flash drafts, one literary essay and one research-based essay. I have found the process scary and liberating all at once. \u00a0Here\u2019s why.<\/span><\/p>\r\nFlash-drafting\u00a0unnerved\u00a0me because I\u2019m used to taking my time with writing. \u00a0I tinker with words. \u00a0I play with punctuation. \u00a0I type, I cut, I paste, I cut some more, I copy, etc. I do this because I want to make make sure my thoughts are as succinct\u00a0as\u00a0they can possibly be. This week, I learned that flash-drafting doesn\u2019t afford a writer with making it perfect. \u00a0That\u2019s what revision is for!<\/span><\/p>\r\nMy flash drafts and my initial revisions of my flash drafts were anything but perfect. Kelly encouraged us to use . . . a Glow and Grow.\u00a0. .\u00a0. \u00a0That is, after we flash-drafted, we looked at what we did well as writers and marked it \u201cglow.\u201d \u00a0Then, wherever we needed to improve our writing, we marked it \u201cgrow.\u201d \u00a0<\/span><\/p>\r\nWant to take a look at my flash drafts? Here are some links to the original ones, as well as my initial revisions. \u00a0<\/span><\/p>\r\n\r\n\r\n \t- Flash-draft of my literature-based essay<\/span><\/a><\/span> on\u00a0Elizabeth, Queen of the Seas<\/i><\/span><\/a> by Lynne Cox and Brian Floca<\/span>\r\n<\/span><\/li>\r\n \t
- Revising the claim and information<\/span><\/a><\/span> to support my claim. (Towards the bottom of this note.)<\/span><\/li>\r\n \t
- Revised draft of literature-based essay.<\/span><\/a><\/span><\/li>\r\n \t
- Glow & grow<\/span><\/a><\/span> for my essay.<\/span><\/li>\r\n \t
- Notes for my information-based essay.<\/span><\/a><\/span><\/li>\r\n \t
- Flash-draft of my research-based argument essay<\/span><\/a><\/span>\u00a0about team sports putting too much pressure on children. (You\u2019ll note I didn\u2019t reference from my notes when I was flash-drafting! That\u2019s because I was writing so quickly I didn\u2019t turn back.)<\/span><\/li>\r\n \t
- Revised draft of my research-based argument essay.<\/span><\/a><\/span> (This still needs more facts in it to be research-based. That\u2019s what I\u2019ll be working on next.)<\/span><\/li>\r\n<\/ul>\r\n
Seeing as I didn\u2019t spend tons of time on my flash-drafts, I\u2019m excited to revise because I know I need to. My flash-drafts weren\u2019t my best work. (Heck, they were all written while I was riding on mass transit balancing my iPad on my lap!) Now that I\u2019ve gone through the flash-drafting process\u00a0twice<\/i> this week, I understand how it can lead to more excitement about making large-scale revisions in response to what one learns next in writing workshop (or in my case, from my session leader, Kelly).<\/span><\/p>\r\n\r\n<\/div>\r\n<\/p>","rendered":"
A typical expectation for an essay draft is that it will take a few days to develop. The longer the final product, the longer that time of initial development (usually).<\/p>\n
From that perspective, it\u2019s no wonder many students are hesitant to revise later! When you\u00a0invest a lot of time crafting something, you grow quite attached to it. You don’t want to have that feeling of having to “start over” again with serious revision, later.\u00a0<\/span><\/p>\nEnter\u00a0Flash-Drafting<\/span><\/h2>\n\nFlash Drafts<\/h3>\n
<\/p>\n
\n- are completed in one concentrated time period (~ 45 minutes)<\/li>\n
- are written “fast and furious” with no time to sweat the small stuff<\/li>\n
- contain notes where a writer might need to research or develop further later<\/li>\n
- conform to the general structure of the final product<\/li>\n<\/ul>\n<\/div>\n
By adding in a timed component to the first, fast draft of an essay, you get several advantages. There’s literally no time for perfection, so concerns about “doing it right” stop being a roadblock to writing anything at all. Flash drafts\u00a0generate a lot of raw material that can be refined and built upon later. And these drafts boost your confidence as you realize how much you already know about the subject.<\/p>\n
Flash drafts are effective for any writer. Proof of this comes from the following essay by Stacey Shubitz, a teacher of writing for both grade school and college students.<\/p>\n
\n“Flash Drafting Leads to Large-Scale Revision”<\/h3>\n
I\u2019ve been at the June Writing Institute this week. \u00a0Kelly Boland Hohne<\/span> has been my section leader for \u201cRaise the Level of Literature-Based and Research-Based Argument Essays.\u201d In the past week, I\u2019ve written two flash drafts, one literary essay and one research-based essay. I have found the process scary and liberating all at once. \u00a0Here\u2019s why.<\/span><\/p>\nFlash-drafting\u00a0unnerved\u00a0me because I\u2019m used to taking my time with writing. \u00a0I tinker with words. \u00a0I play with punctuation. \u00a0I type, I cut, I paste, I cut some more, I copy, etc. I do this because I want to make make sure my thoughts are as succinct\u00a0as\u00a0they can possibly be. This week, I learned that flash-drafting doesn\u2019t afford a writer with making it perfect. \u00a0That\u2019s what revision is for!<\/span><\/p>\nMy flash drafts and my initial revisions of my flash drafts were anything but perfect. Kelly encouraged us to use . . . a Glow and Grow.\u00a0. .\u00a0. \u00a0That is, after we flash-drafted, we looked at what we did well as writers and marked it \u201cglow.\u201d \u00a0Then, wherever we needed to improve our writing, we marked it \u201cgrow.\u201d \u00a0<\/span><\/p>\nWant to take a look at my flash drafts? Here are some links to the original ones, as well as my initial revisions. \u00a0<\/span><\/p>\n\n- Flash-draft of my literature-based essay<\/span><\/a><\/span> on\u00a0Elizabeth, Queen of the Seas<\/i><\/span><\/a> by Lynne Cox and Brian Floca<\/span>
\n<\/span><\/li>\n- Revising the claim and information<\/span><\/a><\/span> to support my claim. (Towards the bottom of this note.)<\/span><\/li>\n
- Revised draft of literature-based essay.<\/span><\/a><\/span><\/li>\n
- Glow & grow<\/span><\/a><\/span> for my essay.<\/span><\/li>\n
- Notes for my information-based essay.<\/span><\/a><\/span><\/li>\n
- Flash-draft of my research-based argument essay<\/span><\/a><\/span>\u00a0about team sports putting too much pressure on children. (You\u2019ll note I didn\u2019t reference from my notes when I was flash-drafting! That\u2019s because I was writing so quickly I didn\u2019t turn back.)<\/span><\/li>\n
- Revised draft of my research-based argument essay.<\/span><\/a><\/span> (This still needs more facts in it to be research-based. That\u2019s what I\u2019ll be working on next.)<\/span><\/li>\n<\/ul>\n
Seeing as I didn\u2019t spend tons of time on my flash-drafts, I\u2019m excited to revise because I know I need to. My flash-drafts weren\u2019t my best work. (Heck, they were all written while I was riding on mass transit balancing my iPad on my lap!) Now that I\u2019ve gone through the flash-drafting process\u00a0twice<\/i> this week, I understand how it can lead to more excitement about making large-scale revisions in response to what one learns next in writing workshop (or in my case, from my session leader, Kelly).<\/span><\/p>\n<\/div>\n\n\n\t\t\t \n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- Revision and Adaptation. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Flash-Drafting Leads to Large-Scale Revision. Authored by<\/strong>: Stacey Shubitz. Provided by<\/strong>: Two Writing Teachers. Located at<\/strong>: https:\/\/twowritingteachers.org\/2014\/06\/27\/flash-drafting\/<\/a>. License<\/strong>: CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li>
- Image of The Flash. Authored by<\/strong>: Robert Ball. Located at<\/strong>: https:\/\/flic.kr\/p\/9msAq5<\/a>. License<\/strong>: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Flash-Drafting Leads to Large-Scale Revision\",\"author\":\"Stacey Shubitz\",\"organization\":\"Two Writing Teachers\",\"url\":\"https:\/\/twowritingteachers.org\/2014\/06\/27\/flash-drafting\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of The Flash\",\"author\":\"Robert Ball\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/9msAq5\",\"project\":\"\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-579","chapter","type-chapter","status-publish","hentry"],"part":1844,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters\/579","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":4,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters\/579\/revisions"}],"predecessor-version":[{"id":1756,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters\/579\/revisions\/1756"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/parts\/1844"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapters\/579\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/media?parent=579"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/pressbooks\/v2\/chapter-type?post=579"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/contributor?post=579"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-engcomp1-wmopen\/wp-json\/wp\/v2\/license?post=579"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Flash drafts are effective for any writer. Proof of this comes from the following essay by Stacey Shubitz, a teacher of writing for both grade school and college students.<\/p>\r\n\r\n
\"Flash Drafting Leads to Large-Scale Revision\"<\/h3>\r\n
I\u2019ve been at the June Writing Institute this week. \u00a0Kelly Boland Hohne<\/span> has been my section leader for \u201cRaise the Level of Literature-Based and Research-Based Argument Essays.\u201d In the past week, I\u2019ve written two flash drafts, one literary essay and one research-based essay. I have found the process scary and liberating all at once. \u00a0Here\u2019s why.<\/span><\/p>\r\n Flash-drafting\u00a0unnerved\u00a0me because I\u2019m used to taking my time with writing. \u00a0I tinker with words. \u00a0I play with punctuation. \u00a0I type, I cut, I paste, I cut some more, I copy, etc. I do this because I want to make make sure my thoughts are as succinct\u00a0as\u00a0they can possibly be. This week, I learned that flash-drafting doesn\u2019t afford a writer with making it perfect. \u00a0That\u2019s what revision is for!<\/span><\/p>\r\n My flash drafts and my initial revisions of my flash drafts were anything but perfect. Kelly encouraged us to use . . . a Glow and Grow.\u00a0. .\u00a0. \u00a0That is, after we flash-drafted, we looked at what we did well as writers and marked it \u201cglow.\u201d \u00a0Then, wherever we needed to improve our writing, we marked it \u201cgrow.\u201d \u00a0<\/span><\/p>\r\n Want to take a look at my flash drafts? Here are some links to the original ones, as well as my initial revisions. \u00a0<\/span><\/p>\r\n\r\n Seeing as I didn\u2019t spend tons of time on my flash-drafts, I\u2019m excited to revise because I know I need to. My flash-drafts weren\u2019t my best work. (Heck, they were all written while I was riding on mass transit balancing my iPad on my lap!) Now that I\u2019ve gone through the flash-drafting process\u00a0twice<\/i> this week, I understand how it can lead to more excitement about making large-scale revisions in response to what one learns next in writing workshop (or in my case, from my session leader, Kelly).<\/span><\/p>\r\n\r\n<\/div>\r\n <\/p>","rendered":" A typical expectation for an essay draft is that it will take a few days to develop. The longer the final product, the longer that time of initial development (usually).<\/p>\n From that perspective, it\u2019s no wonder many students are hesitant to revise later! When you\u00a0invest a lot of time crafting something, you grow quite attached to it. You don’t want to have that feeling of having to “start over” again with serious revision, later.\u00a0<\/span><\/p>\n By adding in a timed component to the first, fast draft of an essay, you get several advantages. There’s literally no time for perfection, so concerns about “doing it right” stop being a roadblock to writing anything at all. Flash drafts\u00a0generate a lot of raw material that can be refined and built upon later. And these drafts boost your confidence as you realize how much you already know about the subject.<\/p>\n Flash drafts are effective for any writer. Proof of this comes from the following essay by Stacey Shubitz, a teacher of writing for both grade school and college students.<\/p>\n I\u2019ve been at the June Writing Institute this week. \u00a0Kelly Boland Hohne<\/span> has been my section leader for \u201cRaise the Level of Literature-Based and Research-Based Argument Essays.\u201d In the past week, I\u2019ve written two flash drafts, one literary essay and one research-based essay. I have found the process scary and liberating all at once. \u00a0Here\u2019s why.<\/span><\/p>\n Flash-drafting\u00a0unnerved\u00a0me because I\u2019m used to taking my time with writing. \u00a0I tinker with words. \u00a0I play with punctuation. \u00a0I type, I cut, I paste, I cut some more, I copy, etc. I do this because I want to make make sure my thoughts are as succinct\u00a0as\u00a0they can possibly be. This week, I learned that flash-drafting doesn\u2019t afford a writer with making it perfect. \u00a0That\u2019s what revision is for!<\/span><\/p>\n My flash drafts and my initial revisions of my flash drafts were anything but perfect. Kelly encouraged us to use . . . a Glow and Grow.\u00a0. .\u00a0. \u00a0That is, after we flash-drafted, we looked at what we did well as writers and marked it \u201cglow.\u201d \u00a0Then, wherever we needed to improve our writing, we marked it \u201cgrow.\u201d \u00a0<\/span><\/p>\n Want to take a look at my flash drafts? Here are some links to the original ones, as well as my initial revisions. \u00a0<\/span><\/p>\n Seeing as I didn\u2019t spend tons of time on my flash-drafts, I\u2019m excited to revise because I know I need to. My flash-drafts weren\u2019t my best work. (Heck, they were all written while I was riding on mass transit balancing my iPad on my lap!) Now that I\u2019ve gone through the flash-drafting process\u00a0twice<\/i> this week, I understand how it can lead to more excitement about making large-scale revisions in response to what one learns next in writing workshop (or in my case, from my session leader, Kelly).<\/span><\/p>\n<\/div>\n \n\n\t\t\t \r\n \t
Enter\u00a0Flash-Drafting<\/span><\/h2>\n
Flash Drafts<\/h3>\n
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“Flash Drafting Leads to Large-Scale Revision”<\/h3>\n
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\n<\/span><\/li>\nCandela Citations<\/h3>\n\t\t\t\t\t