My Philosophy of Writing

 Francis Figueroa

Dr. Shawn DeNight

ENC 1101

18 December, 2024

Introduction 

    The power of writing lies in its ability to transform intangible thoughts into tangible forms, creating a bridge between the inner self and the outside world. For me, writing is not just a skill but a journey—a process of exploration and modification that reveals the depths of human expression. From messy first drafts to the collaborative insights gained through peer reviews, each step in the writing process holds the potential to shape raw ideas into impactful works of writing. Through the teachings of writers like Anne Lamott, educators like Pirette McKamey, and all of my current and previous english teachers, I’ve come to understand that writing is both a personal and communal act that thrives on practice, reflection, and the courage to embrace imperfection. My philosophy of writing explores how the practices of drafting, revising, and collaborative feedback illuminate the profound connection between writing and self-expression that ultimately come together to create works of writing. 

First Paragraph
The ability to use the English language to craft evocative works that translate thoughts, emotions, and experiences into tangible forms highlights why writing is such a powerful tool for personal expression, creating a symbiotic relationship between the two. Thus, it becomes clear that writing and personal expression are so related that one cannot survive without the other. The more one writes, the better one can learn to express themselves through words. Anne Lamott’s excerpt, Shitty First Drafts, exemplifies the closely related relationship by illustrating how the initial act of putting pen to paper is messy, imperfect, and raw because it allows individuals to tap into their thoughts and emotions. In her essay, Lamott shares her experiences as a food critic, as a way to explain this writing process. She recounted how she would write expansive and chaotic drafts to pour her ideas without judgment. These first drafts were often terrible, by her own admission, but they were necessary for Lammott to find the correct words to better express her points in her culinary reviews. This process shows how writing gives writers the space to find the words for what they wish to express, allowing them to communicate their emotions more effectively the more they write. Similarly, In The Atlantic article “How to make students care about writing,” veteran teacher Pirette McKamey discusses how regular writing exercises help students develop their voices and express themselves. For example, she describes the experiences of Pablo Rodriguez, a student who struggled with writing but found his voice through consistent practice. McKamey notes that, at first, Pablo’s writing was filled with errors and lacked confidence, but over time, he began producing better writing pieces. His writing growth highlights the connection between writing and personal expression as he learned to channel his experiences and ideas more clearly through his work. McKamey’s approach emphasizes how writing can foster a sense of self-expression, turning technical skills into a tool for personal discovery. (317) 

Second Paragraph

All great literary works started as drafts, a mere idea that needed the development of drafts to allow them to become recognized works that will forever impact the world, which is why the concept of a first draft is such an essential part of the writing process. The first draft serves as a springboard for writers as they explore their ideas without the pressure of perfection, allowing creativity to flow freely. It is in this stage that raw thoughts and emotions take shape, forming the foundation for what could become an impactful piece of writing. Anne Lamott, in her excerpt of Shitty First Drafts, emphasizes this by explaining that even accomplished writers begin with unpolished drafts, which they later refine through revision. This process not only enhances the quality of the work but also helps writers connect more deeply with their ideas, ultimately creating pieces that resonate with audiences and stand the test of time. This sentiment has deeply resonated with me in my ENC 1101 class, where the drafting process has been instrumental in improving my work. For each major writing project, I started with an initial draft that allowed me to brainstorm and organize my ideas without worrying about getting everything right the first time. Reviewing my first drafts has helped me clarify my thoughts, refine my arguments, and ultimately submit stronger, more polished final pieces of writing. Furthermore, my experience has shown me that drafting is not just a preliminary step but an essential transformative process that enables me to elevate my writing and bring my ideas to life. 258

Third Paragraph

Acting as a mirror to reflect overlooked flaws and as a sounding board to amplify strengths, peer review intertwines the writing process with fresh perspectives, constructive feedback, and the opportunity to polish ideas into a fully formed piece of writing. Without it, writing risks being confined to the writer’s blind spots, perspective, and biases, ultimately missing its full potential.  In The Atlantic article, “ How to Make Students Care About Writing,”  Kristina Rizga highlights the importance of collaborative feedback in fostering stronger writing and critical thinking skills among students. Pirette McKamey, an experienced English teacher, implemented peer review in her classroom, encouraging students to evaluate each other’s work and engage in meaningful discussions about clarity, tone, and argument structure. McKamey explains that peer feedback sessions helped them see how their ideas resonated with an audience of their peers. For instance, she observed that students became more invested in their writing when they realized their peers would read and respond to their work, motivating them to think more critically about their choices. As a student myself, I have had countless opportunities to participate in peer review exercises in classes varying in subjects and difficulty levels, which allows me to explain first-hand the effect peer review has had on my work. For Instance, during my junior year, I took A.P Language and Composition as part of my English curriculum at Miami Senior High. My teacher, Mr. Arevalo, often implemented peer review tactics after writing timed essays in preparation for the upcoming AP exam at the end of the year. Having the ability to review and learn from the writing of other students and discuss what worked and what didn’t helped me realize my mistakes in my writing and what was causing them. Furthermore, analyzing the work of other students also helped me put into practice the knowledge taught to me when it came to rhetorical writing, thus allowing me to create better structured, worded, and clear works of writing while also providing an opportunity to collaborate and share ideas with my fellow students.  (347)

Conclusion 

    In essence, the act of writing intertwines deeply with personal expression, transforming raw ideas into impactful narratives through deliberate processes like drafting and peer review. Anne Lamott’s reflections and Pirette McKamey’s teaching practices illuminate how writing evolves from messy beginnings to refined pieces that capture the complexities of human thought and emotion. These insights highlight the transformative power of consistent practice, revision, and collaboration in honing one’s ability to express themselves clearly and authentically. For student writers at any stage, the takeaway is clear: embrace the imperfections of a first draft, seek diverse perspectives through peer feedback, and approach writing as an iterative journey rather than a destination. Doing so not only enhances the quality of the work but also fosters personal growth, creativity, and the ability to connect with others through the written word. Writing becomes not just a tool for communication but a lifelong journey full of discovery and expression.

Works Cited 

Lamott, Anne. “Bird by Bird.” New York: Penguin Random House, September 1st, 1995.

Reprinted by: https://wrd.as.uky.edu/sites/default/files/1-Shitty%20First%20Drafts.pdf 

Rizga, Kristina. “ How to Make Students Care About Writing.” The Atlantic, August 8th, 2018.

https://www.theatlantic.com/education/archive/2018/08/making-students-care-about-writing/567044/