EDRG 3344 BE#3

The reading and writing processes are similar. They are both processes which allow people to negotiate meanings in order to understand or create an interpretation. Louis Rosenblatt’s Transactional Theory takes into consideration not only the message of the text, but also the reader’s interpretation based on past knowledge. The reader’s interpretation blends with the text’s message to form what he calls a “poem” or new meaning.

The reading process consists of 5 stages: Rereading, Reading, Responding, Exploring and Applying. Rereading consists of setting the purpose, recognizing prior knowledge and previewing the text. Reading is self explanatory and can be accomplished in many forms. Responding can be writing in journals, activities, or making observations. Exploring is completed by rereading, examining the author’s methods or focusing on vocabulary. Applying is when the reader understands the value of the text and is able to use the knowledge.

The writing process also consists of 5 stages: Prewriting, Drafting, Revision, Editing and Sharing. Prewriting is used to organize thoughts. Drafting is used to put initial thoughts on paper. Revision is used to elaborate and adjust wording and structure. Editing is where grammar and spelling issues are addressed. Publishing is the sharing or displaying of the work. It is also an opportunity to instill pride in a student for his / her work.

My earliest recollection of using the writing process occurred in the early 1980’s while attending the University of Maine. I remember taking a critical written expression course in which similar steps were repeated to us over and over again. The instructor forced us utilize the steps during class to complete papers.

During my Air Force career, I was required to write a great deal. I’ve written many varied types of documents from police blotters/incident reports to Operating Instructions which are similar to regulations. I supervised numerous people over the years and was responsible for completing both military and civilian performance reports. Late in my career, I was tasked with writing Physical Security inspection reports about visits to subordinate units.

Most of my writing experience has been in a professional capacity for the Air Force. I attended three Professional Military Education schools, all of which had a writing block. Since returning to school, I’ve felt the military writing experience has put me at a disadvantage. Most of the military writing was either directive in nature or in a unique government style quite different from the civilian world. The government style tends to be overly wordy, passive, and boring. Upon returning to school, I learned that I’ve developed some bad writing habits.