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Anna's Revised Paper

Anna's Revised Paper

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Published by Cameron Bolin

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Published by: Cameron Bolin on Mar 09, 2012
Copyright:Attribution Non-commercial


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Cmolik 1Grading and Creativity: Friends of Foes?By: Anna Cmolik When you think about it, everything you do in life is at least a little bit creative andunique to you. Even when you are brushing your teeth or turning on your car, there is at least thetiniest spark of your own creativity to the specific process of how you go about doing so. But
say, your friend says to you, „Oh! You brush your teeth with your mou
th open? Well that
sure is weird‟ or „The way you turn on your car on and immediately turn on the air conditioner is
going to mess your engine up you know
This, even though it may just be a comment on aninteresting fact or a helpful comment, dependi
ng on the way it‟
s presented, may cause you a littleembarrassment and make you change the way you brush your teeth or start your car from nowon. It may cause you to feel and do this because obviously your friend thinks there is a betterway to do those things, and so you listen to them. The same is with writing. No matter what youare writing, whether it is a poem or an academic article, such as this one, everything you writecontains some major creativity
. But if a teacher were to mark up your paper withmanyso many
red marks to fix your grammar and punctuation errors, and then comment on whatever it is you
wrote with a negative, generic comment such as, “Did you even proofread this?” or “This is veryconfusing”, it can cause you some great distress.
It could cause you to completely scrap all thecreative thoughts and points you were trying to make with your unique structure and ideas, andconform to what the teacher thinks is best since they are going to be the person grading you. Thatis what I am trying to prove.
So many people have written about how important creativity is inwriting curriculums and everyday life, countering the argument that creative writing classes are
simply just an elective like writing course and don‟t do much for the studen
t. So many peoplehave also written aboutthe process of grading,and such ashow a teacher should grade and how
Comment [C1]:
Not a bad analogy, but youmight want to show the point you are trying to getacross differently since you are writing an academicarticle to an undergraduate journal.
Comment [C2]:
I like what you are saying here.The sentence might be too long though. Try to splitit into two sentences.
Comment [C3]:
Try to write more formal.Give up on all the creative thoughts
… instead of 
scrap all the creative thoughts?
Cmolik 2all those red marks on a paper or the comments they leave can affect a student or upset them. Buteven still, very little people have given the thought to how these comments and proofreading
marks can affect a student‟s creativity a
nd their desire to be creative when writing. Whenteachers go about marking every little grammar or spelling error and leaving such unhelpful,generic comments on stud
ent‟s papers, it can cause them to give up hope in themselves and their 
writing ability. That is why when teachers grade or look at papers, they need to not think aboutpointing out every little error or mistake, or telling students how their ideas are unclear and the
 point they are trying to make isn‟t very strong, but instead, while doing so, suggest another 
option or question the student to make them think about what they have written. This way,
students won‟t feel as if 
them andthere writing is being attacked and will continue to write withthe creative insight that every good written work needs.When many English teachers and scholarscollaborately alikethink of creative writing,many of them think it is just a silly electiveclass, thatclass thatis more fun than it is work andwriting.
But what they don‟t realize is every piece of work any person writes or has written iscreative writing. David McVey even goes as far as saying “…any writing, from the published
instructions for using a power drill to the most esoteric literary poetry, uses the raw materials of 
language, experience, knowledge, textual sources, and the author‟s own ideas and imaginings to bring something into existence that did not exist before.” (McVey 289).
When we are writingacademic research papers, in order for them to be great, they require a great dealof creativethinking. When one decides on the layout or structure of a paper, how they are going to addressor argue certain points, or even when deciding how each citation or quote from a source is goingto flow into the paper nicely, we are using creative thinking to do so. Even if two differentstudents in the same class were presented with a very specific topic for a paper and given the
Cmolik 3same sources and quotes to use, there papers would turn out completely different because eachstudent would take a different creative view on what they were given and argue it in a wayunique to them alone. They would each be able to give different insights to the material and look at it in different ways because of the experiences they each had in life. Creative writing alsobenefits the student by teaching and giving them the experience and knowledge to be able torelate themselves to anything and everything in the world, which can come in handy in everykind of writing (Everett 238). Nancy Welch, a well-known promoter of creative writing states
that “…a rhetorical education is all about: learning to critically examine and creatively respond
to rhetorical strategies (including those of image-making, dream-weaving, and storytelling) that
writers (including writers of expository prose) daily rely upon.” (Welch 118).
Richard Lloyd-
Jones counters the importance of creativity being involved in writing by saying that “Those who
write creatively, who produce other than conventional responses need more time, less pressure,
and frequent stimuli to get out of the old rut.”(Lloyd
-Jones 263). But when you think about it, is
there such thing as a conventional response? Like I‟ve already stated, each response
or writtenwork is unique to the writer alone, so if it takes someone a little more time, less pressure, or moreencouragement to write, that is based on simply who the person is, not if they write morecreatively than someone else.Schools kill creativity. Think about it. All the rules about what a student can and
can‟twear and about what they can and can‟t do, even though they are justified in every way, they still
inhibit a student from being able to express themselves and their personality through their actions
and the way they dress, limiting their creativity. Unfortunately, student‟s ability to be creative
when writing is also limited, not by rulesthough however, but by grades. Grades are what mostoften keep students from taking the risk of leaping off the cliff while writing and trying a
Comment [C4]:
Try to provide a source thatagrees to this statement so it is not just a generalstatement.
Comment [C5]:
Cannot* try to avoidcontractions in formal writing

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