Definition and Discussions of Writer-Based Prose

Writer-based prose is a kind of private or personal writing: a text that is composed for oneself. Contrast with reader-based prose. The concept of writer-based prose is part of a controversial social-cognitive theory of writing that was introduced by professor of rhetoric Linda Flower in the late 1970s and early 1980s. In Writer-Based Prose: A Cognitive Basis for Problems in Writing (1979), Flower defined the concept as verbal expression written by a writer to himself and for himself. It is the working of his own verbal thought. In its structure, writer-based prose reflects the associative, narrative path of the writers own confrontation with her subject. See the observations below. Also see: Expressive DiscourseBasic WritingComposition StudiesDiaryJournalTwelve Reasons to Keep a Writers DiaryYour Writing: Private and Public Observations Beginning writers often find it difficult to distinguish between public and private writing, or what Linda Flower calls writer based and reader based prose. That is, writer-based prose is a verbal expression. written by, to, and for the writer, that reflects the associative action of the mind when verbally relating a topic. Such prose is typified by many references to the self, is loaded with code words (those known only to the writer), and is usually in a linear format. Reader-based prose, on the other hand, deliberately attempts to address an audience other than the self. It defines coded terms, refers less to the writer, and is structured around the topic. In its language and structure, reader-based prose reflects the purpose of the writers thought, rather than its process as in writer-based prose.(Virginia Skinner-Linnenberg, Dramatizing Writing: Reincorporating Delivery in the Classroom. Lawrence Erlbaum, 1997)Writer-based prose (as it is usually defined) appears in all skilled writers journal entries, in the notes good writers make prior to composing an essay, and in early drafts of writing that in final form will be reader based. Everyone uses the strategies of writer-based prose, says Flower, and good writers go step further to transform the writing these strategies produce.(Cherryl Armstrong, Reader-Based and Writer-Based Perspectives in Composition Instruction. Rhetoric Review, Fall 1986)Knowledge-driven planning . . . accounts for writer-based prose with its narrative or descriptive structure and focus on the writer thinking out loud to herself. For difficult tasks, knowledge-driven planning and a writer-based first draft may be a first step toward a reader-based text revised in the afterlight of a more rhetorical plan.(Linda Flower, The Construction of Negotiated Meaning: A Social Cognitive Theory of Writing. Southern Illinois University Press, 1994)To celebrate writer-based prose is to risk the charge of romanticism: just warbling ones woodnotes wi ld. But my position also contains the austere classic view that we must nevertheless revise with conscious awareness of audience in order to figure out which pieces of writer-based prose are good as they are--and how to discard or revise the rest.To point out that writer-based prose can be better for readers than reader-based prose is to reveal problems in these two terms. Does writer-based mean:That the text doesnt work for readers because it is too much oriented to the writers point of view?Or that the writer was not thinking about readers as she wrote--although the text may work for readers?(Peter Elbow, Everyone Can Write: Essays Toward a Hopeful Theory of Writing and Teaching. Oxford University Press, 2000)

Analysis Of The Guest By Albert Camus - 1082 Words

Sunil Shrestha Professor Jared Westover ENGL-1302-71001 1st November 2017 â€Å"The Guest† The Algerian born French writer, Albert Camus wrote â€Å"The Guest† during the period of conflict in French Colonized Algeria. Through the story, Camus tries to portray the issues raised by the political situation in French North Africa. Specifically, the troubles, a man faces for his neutral behavior of taking either side in the colonial conflict in Algeria. Further, the story emphasizes many of Camus’s most characteristic themes like individual alienation, absurdism, the value of human life, responsibility, the difficulty of moral choice, and the ambiguity of actions. In this short story, Camus uses symbolism, irony, foreshadowing and conflict to represent†¦show more content†¦This shows how Daru followed his own notions rather than societal conventions, which is existentialism. Even †¦Ã¢â‚¬ ¦people do not have fixed natures that limit or determine their choices, but rather it is their choices that bring whatever nature they have into being. (MacIntyre 500-510) As in the story Daru shows his personal beliefs, his personal choice towards his every action that reflect his existentialism. There are several interpretations made for Daru’s behavior. According to Laurence Perine, Daru†¦.is an employee of the French government, engaged in the responsible task of education. According to Diana Festa-McCormick, he has betrayed his mission as teacher. Similarly, to some critics he is an existential hero who â€Å"demonstrates a way of living and of being-with-others that stands in stark contrast to the blood fury that has begun to overtake the country..., to other he is an agent of French oppression who dramatizes â€Å"the essential ideological underpinnings of colonialism-racism and ethnocentrism† ... (Muhlestein 223). These different views illustrate the absurdism seen in Daru, how he was in constant conflict throughout the story and how his ambiguous and uncertain nature lead him to act with an absurd confidence. Further, the emptiness and unpredictability of the land and weather symbolize a universe indifferent to human needs which is absurdism. In the same way, Daru, the protagonist of the story, being reluctant to either side, findsShow MoreRelatedReference Letter from Employer5583 Words   |  23 Pagessuch as Capital Records, and MTV Networks. My roles at SRR include manager of new product development (research products and the software to analyze the results), and internal research consultant (sampling methodology and multivariate statistical analysis). In addition, as a member of the management team at SRR, I am charged with constantly working to find more efficient, cost-effective means of gathering respondent level data and producing our research products. Since joining SRR as a Senior Research

History Of Rock And Roll By Berkley Shofner Essay

The History of Rock and Roll – By Berkley Shofner Rock and roll is a genre of popular music that originated and evolved in the United States during the late 1940s and early 1950s, primarily from a combination of predominantly African-American genres such as blues, boogie woogie, jump blues, jazz, and gospel music, together with Western swing and country music. Though elements of rock and roll can be heard in blues records from the 1920s and in country records of the 1930s, the genre did not acquire its name until the 1950s. Rock and roll can refer either to the first wave of music that originated in the US in the 1950s prior to its development into rock music, or more broadly to rock music and culture. For the purpose of differentiation, this article deals with the first definition. When Rock arrived on the music charts in the 1950 s, a merging of African-American and White music, it made a huge impact on society. As a general rule I am not heavily into music, but I was drawn to Rock for some inexplicable reason. It is just the music I like. This genre will be difficult to write about because the origin of Rock is unclear; there are traces of Rock s style back into the 19th Century. It is also a very broad subject and I will have to compress a lot of information into as few pages as possible. Be that as it may, Rock is, in my opinion the best music genre on the charts. There is so much information on Rock that I will have to have questions I want to find the

The Rise Of Civilizations On Egypt And Mesopotamia

The rise of civilizations in Egypt and Mesopotamia occurred around the same time and the environment and natural forces affected the similarities and differences in social, political, and economic stability. There were many similarities and differences between both of these countries as well. In both cases, it was the river valley and geography that affected the agriculture, religious views, and government structures. The Mesopotamian and Egyptian civilization developed in the Middle East and were located by the river. Mesopotamia was located between the Tigris and Euphrates, while Egypt was located near the Nile River. Due to the location of these civilizations, they relied heavily on its surrounding environments. Mesopotamian civilization was a unique culture and created the world’s first set of laws. The Egyptian civilization naturally was a very strong society because of the environment it was surrounded with. They lived in the Sahara Desert and in the harsh environment they inherently adapted as a tough group of people. Both civilizations developed similarly because of the same environment they were in. Mesopotamia’s social classes varied overtime and place. The gender roles are very similar to most of the population; the woman played the housewife while the husband provided for the family (Sayre). Egyptians also had a similar but more powerful mindset when it came to gender roles; Egyptian males dominated the world whereas women had minimum output (Sayre). PoliticsShow MoreRelatedEssay on Compare and Contrast Egypt and Mesopotamia901 Words   |  4 PagesEgypt developed around the Nile River, while Mesopotamia developed between the Tigris and Euphrates rivers. Egypt and Mesopotamia grew into complex civilizations. 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There is no denying it when you become part of a religion you also become part of a community. Many of these civilizations from the ancient world seek for a secure life that’s why religion benefits these individuals since religion helps people answer those fundamental questions such as the meaning of life these people will put their faith in their community as longRead MoreSumer And Egypt : The Pioneers Of Civilization1226 Words   |  5 PagesSumer and Egypt were two of the first civilizations established in ancient history, the Sumerians being the p ioneers of civilization. Each of the civilizations settled on fertile lands and established political, religious, and economic standards of their own. The Sumerians created a system of writing called cuneiform, developed a theocratic government, established an agricultural-based economic system, and created a polytheistic religion. Because the land was flat and marshy with few hills or mountains

Eng Poetry Explication Essay Example For Students

Eng Poetry Explication Essay The narrator allows you to slip into the daydream with the illusion of a temperament, but then pulls you back slightly when he reverts to free-verse. Through the rest of the poem, he utilizes other rhyme schemes to keep the reader reading. Haynes use of consonance and assonance brings a musical quality to the reading that helps add to its calming nature. The appeal of this poem is its simplicity. You do not need to read it repeatedly in order to uncover deeper meaning. Haney simply invites you to enjoy. The speaker in this poem is a writer. The son and grandson of farmers who has chosen, for some unknown reason, not to follow in his familys footsteps, but to choose his own path, write his own story. The writer does not look down on his father and grandfather for their labor-intensive Job. In fact, he seems to revere them, and their hard work. His reference to his own pen as squat gives it a disdainful feel. His admiration for his father and grandfather is evident in lines 15 and 16 where he says, By God, the old man could handle a spade. Just like his old man. The setting of this mom begins at the narrators desk in an upstairs room of a home. The narrator hears his father gardening below the window and quickly shifts back in time twenty years. The narrator never bothers to describe his physical location, choosing instead to focus on his memories of the redolent smells of the past. We can assume, based on the authors name as well as his reference to agriculture, such as potatoes and peat, that the poem takes place in Ire land. The narrator utilizes descriptions of the surrounds to entice all five senses of the reader and draw them into the daydream with him. The form of the stanzas serves to effectively move you from one scene to another. The first serves to place the narrator at his desk with his pen. He looks at his pen like a blunt tool, a gun that could possibly cause more harm than good. In line 1 he holds it between his finger and thumb where is Just sits there looking dangerous. The second stanza draws the focus to his father in the garden below. The consistent sights and sounds of his father gardening pull him twenty years in to the past. The third stanza bombards your senses, and allows the reader to see the physicality of he narrators fathers existence as well as giving you the initial indication of the enjoyment the narrator felt helping his father in his youth, when in line 14 he refers to loving the cool hardness of the potatoes. The fourth stanza is a bridge to take the reader further into the past by comparing the narrators father and his fathers father. The fifth stanza demonstrates the narrators hero-worship of his grandfather. In lines 17 and 18, Haney writes: My grandfather cut more turf in a day Than any other man on Toners bog. We know that the idea of an older man being stronger, and faster than much younger men is doubtful, but to the narrator, the abilities of his grandfather cannot be beat by anyone else. The sixth stanza further bombards your senses, this time bringing in smells and sounds to keep you in the story, while simultaneously pulling you out as the narrator emphasizes his lack of admiration for his own career choice. The final stanza pulls you fully out of the dream, and into reality where you see the author decide to attempt to make his career choice as rueful as his patriarchs. .uc610e9b2e9ae41919d0899c7e88448c5 , .uc610e9b2e9ae41919d0899c7e88448c5 .postImageUrl , .uc610e9b2e9ae41919d0899c7e88448c5 .centered-text-area { min-height: 80px; position: relative; } .uc610e9b2e9ae41919d0899c7e88448c5 , .uc610e9b2e9ae41919d0899c7e88448c5:hover , .uc610e9b2e9ae41919d0899c7e88448c5:visited , .uc610e9b2e9ae41919d0899c7e88448c5:active { border:0!important; } .uc610e9b2e9ae41919d0899c7e88448c5 .clearfix:after { content: ""; display: table; clear: both; } .uc610e9b2e9ae41919d0899c7e88448c5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc610e9b2e9ae41919d0899c7e88448c5:active , .uc610e9b2e9ae41919d0899c7e88448c5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc610e9b2e9ae41919d0899c7e88448c5 .centered-text-area { width: 100%; position: relative ; } .uc610e9b2e9ae41919d0899c7e88448c5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc610e9b2e9ae41919d0899c7e88448c5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc610e9b2e9ae41919d0899c7e88448c5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc610e9b2e9ae41919d0899c7e88448c5:hover .ctaButton { background-color: #34495E!important; } .uc610e9b2e9ae41919d0899c7e88448c5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc610e9b2e9ae41919d0899c7e88448c5 .uc610e9b2e9ae41919d0899c7e88448c5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc610e9b2e9ae41919d0899c7e88448c5:after { content: ""; display: block; clear: both; } READ: Analysis of the poem Presents from my Aunts in Pakistan EssayThe authors use of sensory description allows the reader to Join the narrators Journey through the past in order to come back to the present and see his own career choice in a new light. The author no longer sees his pen like a dangerous gun. Instead, his decision to dig with it in the final line allows the conclusion that the author will use his pen like a tool to create and grow something instead of destroy it, thereby following in his familys footsteps to bring something necessary into the world.

A Lesson Remembered free essay sample

At first my fingers were awkward. They fumbled carelessly and sloppily like fiveuncooked french fries. I was in the fifth grade when I first dipped my fingersinto the endless ocean of expression and allowed my hands to grow a voice. It began simply with the American Sign Language alphabet when a short,round woman came to my class on Diversity Day to teach us a few basics. Iremember watching her chubby fingers dance from word to word, and I left schoolthat day fascinated. My interest, though, was buried under a mound of dancerecitals and birthday parties, remaining untouched until my first day of highschool. I remember my palms being sweaty as I wandered anxiously into herclassroom. From corner to corner, the walls were decorated with clippings andposters pertaining to Deafness and American Sign Language. Pictures of signinghands hung from the bulletin boards. I knew then that I had stepped into anotherworld. We will write a custom essay sample on A Lesson Remembered or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Once the rest of my classmates settled in their seats, she began.She did not speak. Her hands flew about gracefully as she signed, Hello. Myname Ms. Lewison. Your name what? These signs did not make sense untillater that week, but still I sat upright at my desk, unable to blink. My entirefirst impression of her was silent. As months passed, my class transformedfrom 12 independent teenagers taking a course to an unusually large family. Ms.Lewison was like our mother. When we were feeling troubled, we just let our handsdo the talking. We often had intense class discussions about world issues without our voices. It was on these days that the lesson became less aboutfollowing the curriculum and more about life. It was also then that I grew into amore sensitive and accepting person. Ms. Lewison performed a tough task.She successfully replaced all that was ignorant in me with curiosity andtolerance. Then she took my open mind and opened it even wider and still foundtime to turn me into a fluent signer. When she left our beloved classroom to earnher doctorate and open a school of her own, she taught me that there are nolimits and my abilities are endless. Today my fingers are stronger. Theyhave learned to dance and tell secrets that would never have escaped through mytimid lips. Ms. Lewison nudged me into the ocean of Deaf Culture. I stayed afloatand have become a strong swimmer in diverse waters.