See also
Wikiquote has quotations related to Natalie Goldberg .
Free writing is traditionally regarded as a prewriting technique practiced in academic environments, in which a person writes continuously for a set period of time with limited concern for rhetoric, conventions, and mechanics, sometimes working from a specific prompt provided by a teacher. [1] While free writing often produces raw, or even unusable material, it can help writers overcome writing blocks and build confidence by allowing them to practice text-production phases of the writing process without the fear of censure. [2] [3] Some writers even use the technique to collect initial thoughts and ideas on a topic, often as a preliminary to formal writing.
Unlike brainstorming, where ideas are listed or organized, a free-written paragraph is comparatively formless or unstructured.
Dorothea Brande was an early proponent of freewriting. In her book Becoming a Writer (1934), [4] she advises readers to sit and write for 15 minutes every morning, as fast as they can. She argues that doing so for just 15 minutes helps writers to avoid having the feeling of commitment. Instead of believing that writing can become dull, writers can compromise for as little as 15 minutes to liberate ideas and put them on paper. She also argued that this practice would help authors to not fear blank pages when they start to write.
Peter Elbow advanced freewriting in his book Writing Without Teachers (1973). [5] He pointed out the importance of writing as a liberating activity. Mentioning that when “freewriting” the author can break any restrictions they may have when writing. He pointed out that when writing in regular basics one is extremely focused on the mistakes and avoids certain words or ideas for fear. Instead, freewriting promotes writers to produce ideas more quickly because they forget to edit as they write.
The idea of freewriting has been popularized by Julia Cameron through her book The Artist's Way (1992). [6] She presents the method of “morning pages” which demands that the author write three pages every morning to get ideas out. She saw this as a helpful technique to combat the blockages that writers may have.
The technique involves continuous writing, usually for a predetermined period of time (often from five to fifteen minutes). The writer writes with no regards to spelling or grammar, and makes no corrections. If the writer reaches a point where they can't think of anything to write, it is presumed that they will continue to write about whichever ideas come to their mind. The writer is free to strays off topic and let thoughts lead where they may. At times, a writer may also perform a focused freewrite, letting a chosen topic structure their thoughts. Expanding from this topic, the thoughts may stray to make connections and create more abstract views on the topic. This technique helps a writer explore a particular subject before putting ideas into a more basic context.
Freewriting is often done on a daily basis as a part of the writer's daily routine. Also, students in many writing courses are assigned to do such daily writing exercises.
The writing does not have to be done with pen and paper. A technique known as Free blogging combines blogging with free writing with the rules changed so that the writer does not stop typing for long periods of time. The end result may or may not be shared with the public.
The free writing technique emphasizes spontaneous, continuous expression, aiming to liberate thoughts and overcome writer's block, without concern for grammar or structure. This is different from David Bartholomae's approach to writing that emphasizes teaching students to engage critically with academic texts and discussions. This structured method focuses on helping students develop their ability to write well-argued and coherent academic papers, encouraging them to connect their work with existing scholarly literature. [7]
Free writing has evolved as online platforms and mediums have opened up. With sites like Tumblr in 2007 and Twitter in 2006, online traffic increased. [8] [9] While Tumblr usership has decreased, Twitter maintains one of the largest bases of users actively writing.
Free writing is based on a presumption that, while everyone has something to say and the ability to say it, the mental wellspring may be blocked by apathy, self-criticism, resentment, anxiety about deadlines, fear of failure or censure, or other forms of resistance. The accepted rules of free writing enable a writer to build up enough momentum to blast past blocks into uninhibited flow, the concept outlined by writing teachers such as Louise Dunlap, Peter Elbow, and Natalie Goldberg.[ citation needed ]
Free writing is about loosening the thought process, not about a product or a performance for a student or a writer. [10]
Often free writing workshops focus on self-expression, and are sometimes even used in teaching elementary school children. There is no common consensus on the acceptance of this technique, [11] [12] [13] often referred as Natalie Goldberg's first four rules of writing: [14]
Goldberg's rules appear to be based on those developed by Jack Kerouac, whom she cites several times. Kerouac developed 30 "rules" in his Belief & Technique for Modern Prose. [15] While Kerouac's "rules" are elliptical and even cryptic for beginning writers, they are more comprehensive than Goldberg's for those who have practiced prose writing for some time. Kerouac supplemented these with his Essentials of Spontaneous Prose, [16] and together they form the basis of his prose writing method, a form of narrative stream of consciousness. Kerouac himself cites the "trance writing" of William Butler Yeats as a precursor of his own practice. [16]
Goldberg's rules, which are infused with the study and practice of Zen Buddhism, make the process of free writing more accessible for a beginner and are perhaps less extreme than those of Kerouac, although they are still tinged with an element of mysticism.
The concept of writing as a problem-solving process, as explored by Linda S. Flower and John R. Hayes, provides a framework for understanding free writing beyond its traditional context. [17] This perspective suggests that free writing can serve as a foundational step in a multifaceted cognitive process that includes critical thinking and strategic planning. By incorporating problem-solving heuristics, writers can use free writing not only to generate raw material but also to transition those ideas into organized, coherent thoughts with clear objectives. This approach positions free writing as a dynamic and non-linear activity, offering strategies for writers to refine their content, tackle common writing challenges, and enhance their overall composition skills. Free writing is considered a technique within the iterative development process, valued for its potential to encourage creativity, enable personal expression, and contribute to the development of structured texts. This perspective expands the conventional understanding of free writing in educational and personal settings, suggesting a multifaceted role in writing practices.
Peter Elbow also emphasizes free writing as a crucial tool for facilitating both creative and critical thinking, highlighting its role in the writing process. Elbow's distinction between 'first-order' and 'second-order' thinking in writing showcases free writing as a tool that initially facilitates raw idea generation (first-order thinking) before refinement and analysis (second-order thinking). [18]
There are several mental processes integral to writing, like goal setting, planning, and problem-solving. [19] Free writing fits into this framework as a problem-solving technique by facilitating these processes in an unrestricted environment. This approach enables writers to explore ideas freely, potentially enhancing their ability to tackle writing challenges by tapping into their cognitive resources without the constraints typically associated with more structured writing tasks.
The effectiveness of free writing remains a disputed topic within the field of writing studies. Charles Piltch expressed concerns that the lack of time for preparation before writing may produce work that is not suitable for academic settings. [20] Furthermore, Piltch notes that students who practice free writing are more reluctant to revise or edit their work and often produce insincere writing. [20] Raymond Rodrigues argues that free writing minimizes the role of skilled instruction in writing studies and wrongfully equates fluid writing to good writing. [20] The research presented in George Hillock's Research on Writing Composition states that although free writing is superior to emphasizing grammar and mechanics, using writing models with qualitative criteria produces the best writing. [20]
David Bartholomae also criticizes free writing for its emphasis on personal voice at the expense of engaging with the broader academic discourse. He argues that this focus can prevent students from adequately preparing for the complexities of academic writing, which demands critical engagement with tradition, power, and authority. Bartholomae suggests that by prioritizing personal expression, free writing might limit students' ability to participate in academic conversations meaningfully. [7]
Personal free writing is the practice of writing what one is thinking without considering organization or grammatical errors. In a study done by Fred McKinney, free writing was defined as letting one’s thoughts and words flow onto paper without hesitation. [21] This can be done in the format of letters or even a personal notebook. Previous research suggests that personal free writing about emotional or traumatic events can lead to improvement in physical and emotional health. [22] [23] Studies done by James Pennebaker suggest privately free writing about emotions and past events for a few minutes every day may be beneficial to those that are healing from trauma or emotional disturbances. [24] [23] Past research implies free writing about emotional events may even be an effective form of therapy. [21] [25] Researchers even suggest that personal free writing in students is correlated to improvements in working memory. [26]
Donald M. Murray positions free writing as a critical discovery tool within the writing process. Free writing plays a key role in this exploratory process of using language to uncover and articulate the meaning within one's experiences. It facilitates a dynamic interaction between the writer and their language, enabling them to experiment, reflect, and ultimately refine their ideas into coherent messages. Through free writing, writers can navigate the complexities of their thoughts, leading to clearer understanding and effective communication in all aspects of writing. [27]
Brainstorming is a creativity technique in which a group of people interact to suggest ideas spontaneously in response to a prompt. Stress is typically placed on the volume and variety of ideas, including ideas that may seem outlandish or "off-the-wall". Ideas are noted down during the activity, but not assessed or critiqued until later. The absence of criticism and assessment is intended to avoid inhibiting participants in their idea production. The term was popularized by advertising executive Alex Faickney Osborn in the classic work Applied Imagination (1953).
Writer's block is a non-medical condition, primarily associated with writing, in which an author is either unable to produce new work or experiences a creative slowdown.
Creativity techniques are methods that encourage creative actions, whether in the arts or sciences. They focus on a variety of aspects of creativity, including techniques for idea generation and divergent thinking, methods of re-framing problems, changes in the affective environment and so on. They can be used as part of problem solving, artistic expression, or therapy.
Note-taking is the practice of recording information from different sources and platforms. By taking notes, the writer records the essence of the information, freeing their mind from having to recall everything. Notes are commonly drawn from a transient source, such as an oral discussion at a meeting, or a lecture, in which case the notes may be the only record of the event. Since the advent of writing and literacy, notes traditionally were almost always handwritten, but the introduction of notetaking software has made digital notetaking possible and widespread. Note-taking is a foundational skill in personal knowledge management.
A writing process is a set of mental and physical steps that someone takes to create any type of text. Almost always, these activities require inscription equipment, either digital or physical: chisels, pencils, brushes, chalk, dyes, keyboards, touchscreens, etc.; each of these tools has unique affordances that influence writers' workflows. Writing processes are very individualized and task-specific; they frequently incorporate activities such as talking, drawing, reading, browsing, and other activities that are not typically associated with writing.
Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States.
Peter Elbow is a professor of English Emeritus at the University of Massachusetts Amherst, where he also directed the Writing Program from 1996 until 2000. He writes about theory, practice, and pedagogy, and has authored several books and papers. He is one of the pioneers of freewriting.
The following outline is provided as an overview of and topical guide to thought (thinking):
Divergent thinking is a thought process used to generate creative ideas by exploring many possible solutions. It typically occurs in a spontaneous, free-flowing, "non-linear" manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected connections are drawn. Following divergent thinking, ideas and information are organized and structured using convergent thinking, which follows a particular set of logical steps to arrive at one solution, which in some cases is a "correct" solution.
Writing therapy is a form of expressive therapy that uses the act of writing and processing the written word in clinical interventions for healing and personal growth. Writing therapy posits that writing one's feelings gradually eases feelings of emotional trauma; studies have found this therapy primarily beneficial for alleviating stress caused by previously undisclosed adverse events and for those suffering from medical conditions associated with the immune system. Writing therapeutically can take place individually or in a group and can be administered in person with a therapist or remotely through mailing or the Internet.
David John Bartholomae was an American scholar in composition studies. He received his PhD from Rutgers University in 1975 and was a Professor of English and former Chair of the English Department at the University of Pittsburgh. His primary research interests are in composition, literacy, and pedagogy, and his work engages scholarship in rhetoric and in American literature/American Studies. His articles and essays have appeared in publications such as PMLA, Critical Quarterly, and College Composition and Communication.
The process theory of composition is a field of composition studies that focuses on writing as a process rather than a product. Based on Janet Emig's breakdown of the writing process, the process is centered on the idea that students determine the content of the course by exploring the craft of writing using their own interests, language, techniques, voice, and freedom, and where students learn what people respond to and what they don't. Classroom activities often include peer work where students themselves are teaching, reviewing, brainstorming, and editing.
Feminist theory in composition studies examines how gender, language, and cultural studies affect the teaching and practice of writing. It challenges the traditional assumptions and methods of composition studies and proposes alternative approaches that are informed by feminist perspectives. Feminist theory in composition studies covers a range of topics, such as the history and development of women's writing, the role of gender in rhetorical situations, the representation and identity of writers, and the pedagogical implications of feminist theory for writing instruction. Feminist theory in composition studies also explores how writing can be used as a tool for empowerment, resistance, and social change. Feminist theory in composition studies emerged in the late 1960s and early 1970s as a response to the male-dominated field of composition and rhetoric. It has been influenced by various feminist movements and disciplines, such as second-wave feminism, poststructuralism, psychoanalysis, critical race theory, and queer theory. Feminist theory in composition studies has contributed to the revision of traditional rhetorical concepts, the recognition of diverse voices and genres, the promotion of collaborative and ethical communication, and the integration of personal and political issues in writing.
Reflective writing is an analytical practice in which the writer describes a real or imaginary scene, event, interaction, passing thought, or memory and adds a personal reflection on its meaning. Many reflective writers keep in mind questions such as "What did I notice?", "How has this changed me?" or "What might I have done differently?" when reflecting.
Prewriting is the first stage of the writing process, typically followed by drafting, revision, editing and publishing. Prewriting can consist of a combination of outlining, diagramming, storyboarding, and clustering.
Revision is a process in writing of rearranging, adding, or removing paragraphs, sentences, or words. Writers may revise their writing after a draft is complete or during the composing process. Revision involves many of the strategies known generally as editing but also can entail larger conceptual shifts of purpose and audience as well as content. Within the writing process, revision comes once one has written a draft to work with, so that one can re-see and improve it, iteratively. Working at both deeper and more surface levels a writer can increase the power of the text.
A dialogue journal is an ongoing written interaction between two people to exchange experiences, ideas, knowledge or reflections. It is used most often in education as a means of sustained written interaction between students and teachers at all education levels. It can be used to promote second language learning and learning in all areas.
Theories of rhetoric and composition pedagogy encompass a wide range of interdisciplinary fields centered on the instruction of writing. Noteworthy to the discipline is the influence of classical Ancient Greece and its treatment of rhetoric as a persuasive tool. Derived from the Greek work for public speaking, rhetoric's original concern dealt primarily with the spoken word. In the treatise De Inventione, Cicero identifies five Canons of the field of rhetoric: invention, arrangement, style, memory, and delivery. Since its inception in the spoken word, theories of rhetoric and composition have focused primarily on writing
Journal therapy is a writing therapy focusing on the writer's internal experiences, thoughts and feelings. This kind of therapy uses reflective writing enabling the writer to gain mental and emotional clarity, validate experiences and come to a deeper understanding of themself. Journal therapy can also be used to express difficult material or access previously inaccessible materials.
Collaborative pedagogy stems from the process theory of rhetoric and composition. Collaborative pedagogy believes that students will better engage with writing, critical thinking, and revision if they engage with others. Collaborative pedagogy pushes back against the Current-Traditional model of writing, as well as other earlier theories explaining rhetoric and composition; earlier theories of writing, especially current-traditional, emphasizes writing as a final product. In contrast, collaborative pedagogy rejects the notion that students think, learn, and write in isolation. Collaborative pedagogy strives to maximize critical thinking, learning, and writing skills through interaction and interpersonal engagement. Collaborative pedagogy also connects to the broader theory of collaborative learning, which encompasses other disciplines including, but not limited to, education, psychology, and sociology.
