Laura Smith Questions for July 12

1) In Sommers' study, the college freshman that she interviews all view writing and revision as processes that ensure "correctness": minimizing repetition, using the mechanics of English well, and working towards the fulfillment of their initial thesis. These strategies don't allow students to flexibly edit their papers and also hold them to their initial idea (the thesis), which doesn't change or develop. Presumably, however, the experienced adults were once college freshman with these limited strategies as well. Do you think that learning to manipulate the mechanics of writing and vocabulary is an essential step in learning to write well?

2) When exploring radical revision and alternative grammars with students, many of the lessons rely at least partially on an assumption that students are going to honestly try. I worry about teaching (and having to evaluate) students who don't care about the assignment and are not going to participate enough to actually explore and experiment with their writing. What do we do? Do we address this in conferences? Do we structure our activities so that students have at least a minimum amount that they have to participate, even if they're not really trying? This seems especially confusing in a class that, at least partially, is graded on quality of effort, revision, and personal growth.