HAMPTON UNIVERSITY
Who can write?
The anti-misconception theory
Kacie Gray- Caruthers
4/15/2015
The anti-misconception theory is a theory of writing and teaching writing. This theory
says that anyone can write regardless of circumstances or preconceived notions. This theory
explains that allowing students to write about topics that relate to them or interest them is the
way to encourage and motivate them to write. The anti-misconception theory also combats the
idea that the writer has to have everything laid out in order for their writing to be successful.
There are so many rules about writing and who can do it. Rules of writing come from the
misconceptions of education as a whole. Many people believe that only certain individuals are
able to learn. People who come from educated and wealthy families are among the group of
those “worthy” to be educated. This form of thinking creates a fallacy that writers can only be
intellectuals that have degrees and letters behind their names. Dr. Peter Elbow however disagrees
with this notion. He brings up the idea of letting go of apprehensions that come along with
writing and learning as whole. Dr. Elbow encourages writers to allow indecision and incoherence
to enhance clear thinking. He believes that allowing room for chaos is actually productive for the
learning environment. Allowing students’ minds to move freely around topics facilitates
learning. (Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching)
The misconception theory disputes the idea that writing is precise and written in a clean
manner. This theory combats the idea that writing has to be perfect with the first draft. In order to
allow one to become a writer one must let go of any anxiety they have towards writing. Most of
the time writing anxiety comes from the misconception that a good writer only has one draft, or
only writes in a certain way. This theory is here to debunk that myth. Any can be a writer.
According to Dr. Peter Elbow, “it is possible for anyone to write things that others will want to
read. When people manage to say what they really mean to and to get themselves into their
writing, readers tend to have the experience of making contact with the writer – an experience
that most people seek.”(Elbow, xiv) Letting go of the anxiety of not having a “perfect” draft
inhibits the final product of a good piece of writing. This theory is here to remind writers that it
is acceptable to write many drafts; most importantly, it is important to accept the final draft as
good enough. Instead of constantly starting over or disregarding writing that could be great to
others, this theory encourages writer to publish that work and support the work as long as the
result is full of passion.
Another anxiety-causing portion of writing is the process of writing. Many writers have
an idea of a process a good writer has to follow. Dr. Elbow encourages writers to follow steps
that work for them. “Our own habits of and feelings often seem to hinder our writing. And we
often feel external forces….trying to impede us or even shut up. Nevertheless, if we understand
certain important features of the writing process, we can take charge of ourselves and learn to
prevent any of these things from stopping us”(Elbow, xiv) Following whatever process fits
personally will make the writing experience less stressful and could also make it more enjoyable.
The anti-misconception theory brings up the idea that anyone can be a writer as long as
he or she has the freedom to express his or herself creatively. Allowing students especially to
write about topics that interest them or that are relatable will encourage them to write more. In
Invisible Girls: At Risk Adolescent Girls' Writing within and beyond School, twenty four at risk
girls who were not interested in school at all had a life changing writing experience that
encouraged them and motivated them to love writing. Their teacher incorporated journals into
her lesson plans, allowing the students to write about topics that related to them. Allowing these
girls to use journals to express themselves gave a sense of belonging and encouraged them to be
more active in their learning. They began to feel as though their teacher heard their voices and
that their opinions mattered.
Incorporating personality into academic writing is a great way to alleviate writing related
anxiety. One form of personal writing is journal writing. Integrating journals into lesson plans is
a great way to get students familiar with writing about what they feel and think. Once students
get comfortable with allowing their voices to come through their writing they can then infuse
that into their academic writing. Journals also give students a chance to see writing as a medium
for expression and creativity. This will teach them to explore their voices and find out what they
have to say. Including journals promotes writing inside and outside of the classroom. Increased
writing time will advance students writing abilities. Giving low-stakes writing opportunities will
lower anxiety of writing for students permitting them to get more comfortable with writing in
different settings. Journal writing will also give teachers an easy chance to see where students
might need help when it comes to writing instruction. Encouraging journal writing will give
teachers a chance to connect with students. Once teachers read the students writing they can
provide constructive criticism. Students can then forge trust with their teachers, knowing that the
teacher’s intentions are to increase writing skills and not to hurt or harm. The outcome of journal
writing is win-win for students and teachers.
Often writers are afraid to connect their personal experiences to academic writing.
However, allowing personal knowledge to lead in writing can create a sense of connection with
the audience as well as making the writing more credible or believable. Dr. Peter Elbow
suggests, “It helps to trust ourselves and our experiences. Our experiences are ours and often
differ from those of others. No one else gets to deny or belittle our experience-our sense of what
we see and feel.”(Elbow, xv) This is where the benefits of encouraging journal writing come to
play. Students who have already been writing journals will already be familiar with writing with
personality and personal experiences. When they are asked to incorporate their own experiences
into writing they will remember writing information in their journals that can be used in their
academic writing. Knowing that they already have background of writing with personal
connection students will have a reduced stress level. They will be comfortable writing with their
personality infused within. They will also be able to show case their improved writing abilities as
well.
It is so important that the author’s voice be heard throughout writing. Important questions
to keep in mind are what do you think? What do you know? What can you contribute to this
topic? Asking these questions can encourage writers to stay away from relying too heavily on
resources to fill their writing. Writers will trust themselves and their experiences to aid their
writing. Incorporating personality in writers helps writers feel that they are staying authentic.
The most important portion of writing is authenticity.
All of these ideas can be incorporated into an everyday classroom. In fact, teachers
should use these tips. The ideas of theory were create to aid teachers in encouraging productive
livers of writing. Encouraging students to write in journals and develop a love for writing will
decrease the anxiety they feel towards writing. The more at ease students are with the writing the
better their academic writing will be. It is important as teachers to encourage students to let their
voices be heard throughout writing. As teachers, promoting a love for writing will increase the
many ways students can use writing as a helpful life tool.
Bibliography
Elbow, Peter. Embracing Contraries: Explorations in Learning and Teaching. New York:
Oxford UP, 1987.
Elbow, Peter. Writing With Power: Techniques for Mastering the Writing Process. 2nd
ed. New York: Oxford UP, 1998. Print.
Behizadeh, Nadia. "Adolescent Perspectives on Authentic Writing Instruction." Journal
of Language and Literacy Education, 10.1 (2014): 24-44. ERIC. Web. 27 Mar. 2014.
Lesley, Mellinee. "Invisible Girls: At Risk Adolescent Girls' Writing within and beyond
School. Adolescent Cultures, School and Society. Volume 58." 58 (2012): . ERIC. Web. 27 Mar.
2015.
Elbow, Peter. Everyone Can Write: Essays toward a Hopeful Theory of Writing and
Teaching Writing. New York: Oxford UP, 2000. Print.