Kaylissa Green English 111 Aint Nobody Got Time For That.

Each and every day in a typical high school, students complain about not having the time after school to get their homework done. How do college students feel? Every day they have to make time for their homework, and its usually due a lot faster then your typical high school as well. ollege students have multiple struggles in their college days and writing in a short amount of time is one of them. !tudents need to make the time and effort for college writing and sometimes they don"t, and that is a problem. #irst of all, students need a certain amount of time to make a paper the best they can. $hey cant %ust write a paper in a day and call it good. &ike 'ose, a professor at ( )*, tells the story of + students who struggle with college. ,hat made him choose an article about this? ,ell perhaps he understands that writing is a struggle. 'ose states in his article The Politics of Remediation, -.t/s in the tradition of the English essay and reflects rich learning and polished style. 0ut it/s easy to forget how difficult these essays can be and how developed a taste they re1uire2 345. * good paper needs preparation, revising, drafting, rewriting, researching, and citing their sources66 all which takes time. ,hen writing a paper you come across problems. 7ust like )ucia in 'ose"s article. 'ose states that -)ucia"s working6class atholicism made it different for her to go along with, to intellectually toy with, the comparison of #reud to God2 385. !ometimes its not %ust the writing that makes you struggle. )ucia is a atholic so she could 9:$ compare anyone to God, not even #reud.

9ow unlike 'ose, $here is 7ack &e;irow. He critici;es writing by this so called thing called a frame of reference. High school students wont really understand frame of references but as &e;irow states -*dults have ac1uired a coherent body of e<perience=associations, concepts, values, feelings, conditioned responses=frames of reference that define their life world. #rames of reference are the structures of assumptions through which we understand our e<periences. $hey selectively shape and delimit e<pectations, perceptions, cognition, and feelings2 3>?@5. ollege students should know their frame of reference, but they wasn/t taught it. .n high school we was taught our frame of reference, writing for e<ample, a simple A paragraph essayB introduction, thesis statement, transitions, and a conclusion. .n college its not that simple. !tudents learn how to write formal and academic reviews in college and a A paragraph essay students learn in high school wont cut it. $hen there is Ceter Elbow. Elbow is a professor at &assachusetts. He is also a critic of writing, but he is not comparable to 'ose. :n the other hand, Elbow can relate to &e;irow because &e;irow talks about frame of reference, which is similar to Elbow in a way because students frame of reference is thought out to be %ust get it done and hand it to the teacher. .n Elbows article Writing for Teachers, Elbow argues his point by saying that D-$he student is writing for a teacher and to a general reader. 0ut this general reader does not e<ist. He is a construct. He is not a particular person like the teacher who reads the words. *nd yet one of the main things about him is that he reads in a peculiar way in which no one else but the teachers readE not because he has a special interest or allegiance or commitment to the sub%ect=not from a position of engagement in the world=but because he seeks a kind of disinterested enlightenment or disembodied pleasure2F 3>GG5. !tudents know they are only writing for their teacher. .f they found out they were writing for other people as well, perhaps their writing would

be a lot better. .n college we get feedback from other students as well as the teacher, in high school, students %ust get feedback from teachers. *t this point we came to conclude that if students struggle with religion due to writingE if students only write short non6academic essaysE and if students do not practice academic essays to an audience and not %ust a teacher66 then students will have trouble with the time they are re1uired to write a efficient college essay. $here is more with taking time writing a competent essay then %ust that. * guy by the name of Caulo #reire, #reire was drawn to education after university studies in law, philosophy, and the psychology of language. He has very uni1ue ways to e<plore the writing process. His article The Banking Concept of Education is about analy;ing student6teacher relationships. ,hat does this have to with time due to writing? ,ell everything of course. Hou have all kinds of ways you can teach a student and if writing a bunch of papers is your work style well then students get bored and feel the need to ;one out. .n the banking concept of education, #reire contemplates that D-knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Cro%ecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of in1uiry. $he teacher presents himself to his students as their necessary oppositeE by considering their ignorance absolute, he %ustifies his own e<istence. $he students, alienated like the slave in the Hegelian dialectic, accept their ignorance as %ustifying the teachers e<istence 66 but unlike the slave, they never discover that they educate the teacher.2F .f students go to a college and know little or nothing about the sub%ect, they will end up struggling. $eachers got to go out of their way to teach things to that certain student and while the teacher does that then the teacher is not teaching the other students. ,ith this statement, #reire is not comparable to any other authors and that makes him uni1ue. #reire also states -the capability of banking education to minimi;e or

annul the students" creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed2 3>4>5. $eachers do not really care for a students creativity, they %ust care for the student to learn what they are teaching. 9ow #reire can be comparable to Elbow. .f Elbow talks about the academic audience and having it effect students writing, and if #reire blames the teacher for not teaching in a creative matter66 then both Elbow and #reire could say that the teacher needs to be a student and the student needs to be the teacher. How do you prepare yourself for writing a competent essay? ,ell recall back to the statement of D- * good paper needs preparation, revising, drafting, rewriting, researching, and citing their sources66 all which takes time.2F :ne of things college students don"t feel the need to do is drafting. ,riting a draft is helpful in many ways and its a shame college students feel the need to only write one rough draft and call it good then take that rough draft and makes it their final draft. .n the article Shitty Firsts rafts, *nne )amott, she is a writer that writes about writing. )amott believes that the idea of %ust writing one draft and calling it good is impossible. )amott verbali;es this by saying that D-*lmost all good writing begins with terrible first efforts. Hou need to start somewhere. !tart by getting something=anything down on paper. * friend of mine says that the first draft is the down draft=you %ust get it down. $he second draft is the up draft=you fi< it up. Hou try to say what you have to say more accurately. *nd the third draft is the dental draft, where you check every tooth, to see if it"s loose or cramped or decayed, or even, God help us, healthy2F 3+>G5. )amott uses symbolism to indicate her point. . am sure that 'ose would most certainly agree with )amott"s article. 7ust like every other author, )amott agrees that a good paper takes time. Every paper you write in college should end up with a few draft, in order for it to be good.

!o as you can see, writing takes time. ollege students and teacher both need to understand this. ollege teachers need to be more lenient towards giving out assignments and students need to put more time and effort into their writing assignments that they are given.

,orks ited Cage

#reire, Caulo. Banking Concept of education. 9.p.B n.p., n.d. Crint. 'ose, &ike. Politics of remediation. 9.p.B n.p., n.d. Crint. )amott, *nne. Shitty first drafts. 9.p.B n.p., n.d. Crint.I &e;irow, 7ack. Transformati!e "earning# Theory to practice. 9.p.B n.p., n.d. Crint.

elbow, peter. Writing for teachers. 9.p.B n.p., n.d. Crint.