There is no wrong or right, sir. Only people with money and those without My Goals is finished. Can you give me a reason to this sentence that why is this writtin and a solution. Please
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Answer:
In 1984, several of the most influential texts in writing center history were published. You will probably recognize the first two because the vocabulary and the philosophy are still driving forces in today’s writing centers:
Reigstad & McAndrew: Division of the writing process into “higher order” and “lower order” concerns, establishing a value-laden sequence of content and organization before grammar and punctuation.
North: Staunch declaration that writing centers were not centers for mechanical remediation and error correction. “In a writing center, the object is to make sure that writers, and not necessarily their texts, are what get changed by instruction…our job is to produce better writers, not better writing” (p. 69).
Friedlander: Assertion that writing centers meet the needs of foreign students by focusing on mechanical remediation and error correction. The content of students’ essays should be discussed only as much as necessary for accurate error correction.
The writing process was divided, the writing center’s territory was firmly staked, and the perceived needs of multilingual writers were placed squarely outside the parameters of the writing center’s mission, pedagogical philosophy, and standard procedure. No wonder we’ve struggled so much!
In fairness to the scholars above, they meant to emphasize that writers should concentrate on developing their ideas before they worried about comma splices, and to emphasize that truly good writing involved the long-term development of a complex set of skills. These ideas are still so powerfully present in writing centers today because they are so very true. Unfortunately, they had the unintended effect of marginalizing discussions of sentence structure, word choice, punctuation, and grammatical errors until very late in the writing process.
In truth, ideas can not be separated from the language used to express them. Multilingual writers are advanced language learners who are working toward the command of a sophisticated range of vocabulary, sentence structures, discipline-specific expressions, idioms, etc. Multilingual writers are also developing writers, so they do need the same kind of process-oriented and “higher order” feedback that monolingual writers need. Quite often, though, their ability to develop the content of their essays is limited by a lack of vocabulary or by difficulty with complex sentence structures. As coaches, you can support the development of writing skills by talking about language at any point in the writing process where it might be helpful.
It’s good to discourage premature concern with nit-picky editing decisions, but it’s great to encourage exploration of the right language for expressing a great idea. Be flexible and be comfortable with the fluid, back and forth movement between discussing the ideas and the language.
Explanation:
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