Free PDF Thinking on Paper, by V.a. Howard, J.H. Barton
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Thinking on Paper, by V.a. Howard, J.H. Barton
Free PDF Thinking on Paper, by V.a. Howard, J.H. Barton
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Most books on writing assume that the sole purpose of writing is communication. These manuals seldom go beyond teaching how to avoid the problems of punctuation, grammar, and style that at one time or another ensnare the best of writers. Few, if any, of these books explore writing as a way of shaping thought.
V.A. Howard and J.H. Barton, two Harvard researchers in education, take a radically different approach. While they agree with their predecessors that an important function of writing is the clear, direct expression of thought, they point out that many of our thoughts first come into being only when put to paper. By failing to recognize the link between thinking and writing, we fall into the deadlock innappropriately named writer's block.
Thinking on Paper shows how writer's block as well as many other writing problems are engendered by the tendency, supported by traditional approaches, to separate thinking from writing. Drawing on the developing field of symbol theory, Howard and Barton explain why this sepapration is unsound and demonstrate how to improve dramatically our ability to generate and express ideas. For everyone who writes, this is a readable, accessible manual of immense educational and practical value.
- Sales Rank: #993546 in Books
- Published on: 1988-02-25
- Released on: 1988-02-25
- Original language: English
- Number of items: 1
- Dimensions: 8.25" h x .40" w x 5.50" l, .34 pounds
- Binding: Paperback
- 160 pages
Features
- Maroon and tan hardcover, Brown jacket with white lettering.
About the Author
V.A. Howard, Ph.D., is co-director, with Israel Scheffler, of the Philosphy of Education Research Center at Harvard University.
J.H. Barton, M.A., is an associate at the Philosophy of Education Research Center and a private business consultant.
Most helpful customer reviews
25 of 26 people found the following review helpful.
I don't know if I could've written a book without this book
By Kim Boykin
So you've opened a new file and are staring at a blank screen. Now what?
Howard and Barton, two Harvard researchers in education, argue in Ch. 1, "Writing Is Thinking," that writing is about generating ideas, not just communicating them, and that writer's block comes from preoccupation with the "performance" aspect of writing (and also from the myth that you need to wait for flashes of insight from a fickle "muse").
Ch. 2, "From First to Last Draft," explains a process that puts concerns about performance at the very end, where they belong: (1) Record every thought you have on your topic--half-formed thoughts, confused thoughts, silly thoughts, sentences, phrases, lists, feelings, questions--quickly, with no concern about clear formulation, aiming for quantity, not quality. (2) Go over these notes and give topical labels to large and small chunks of text. (3) Retype your notes (don't cut 'n' paste), grouping sections by topic. While this step is fairly simple and mechanical, you'll inevitably do a bit of rethinking, ammending, and revising along the way, but without stirring up performance anxiety. (4) Rearrange the topics into a sensible sequence. (5) NOW work on performance issues.
The remaining chapters are about organizing ideas into an essay format, making an argument, and grammar and punctuation. These chapters may be helpful too, but I think the real gift of this book is not so much that it helps you write well but that it helps you write instead of not writing.
The process works. I can vouch for it. I'm hyper-perfectionistic, but with the help of this book and Anne Lamott's "Bird by Bird," I wrote a book without ever getting paralyzed in front of a blank screen.
20 of 22 people found the following review helpful.
The very basics of logic, grammar, and writing strategy
By richardpinneau.com
The title, positive reviews, and Harvard affiliation of the authors was enough to make this book sound intriguing.
I must say that that I was astonished by the slenderness of the content. In this 150 page volume, the last third is dedicated to an overview of grammar and punctuation, covering basics which almost anyone expecting to be an author probably learned in middle school - or would have in any of several basic writing manuals.
Within the remaining 100 pages the authors do present an interesting breakdown of the writing process into three phases (of Generating and Recording Ideas; Composing Ideas; Expressing Ideas) in Chapters 1 and 2 (20 pages). The authors do explain the psychological importance of keeping these processes separated and helpfully suggest a strategy of portioning your writing time (esp. against a deadline) into roughly equal thirds for these three processes. These suggestions, however, can be adequately presented in a couple hundred words, e.g., as done in reviews, below.
Chapter 3 offers 20 pages on "The Essay" (e.g., It is composed of an introduction, a body, and a conclusion). The authors tell of the importance of developing a thesis and of making connections between points between evidence presented in the body. Indeed!
By the time I had read Chapter 3 it was becoming clear that some of the subtitle's intriguing promises (to aid the reader better to REFINE, EXPRESS, and GENERATE IDEAS) were going to be fulfilled at very rudimentary levels: perhaps as preparation for taking one's very FIRST course in composition.
As for the remainder of the subtitle ("Understanding the Processes of the Mind"), the authors may be forgiven if a mere two (trim) chapters dedicated to that ambitious undertaking (totaling 20 pages) offer very basic insights:
Chapter 4: "Making Sense: Reasoning for Discovery" - basic description of inductive and deductive reasoning; the need for probing one's analysis; considering the plausibility of evidence and assumptions.
Chapter 5: "Writing Sense: Reasoning for Presentation" - covers univeral approaches to arguments (thesis vs. antithesis, etc.) and types of questions (factual, interpretive, evaluative).
Then we round out the volume with:
Chapter 6: "Grammar" (40 pages).
If I were rating this volume as a primer on writing for high school students, I might give it 4 stars, as it IS written clearly (although certainly not grippingly) and covers some basics nicely.
Billed as its title bills it ("Thinking on Paper: Refine, Express, and Actually Generate Ideas by Understanding the Processes of the Mind"), I can give it only 2 stars (the second being for clever marketing by the publisher).
If you have had a composition course or own a basic book on composition, you can learn what this book has to add by scanning the reviews here.
8 of 9 people found the following review helpful.
One of the best books on how to write essays
By John C. Dunbar
This book will help any high school or college student write classic 3+2 essays as well as help anyone write well-reasoned essays for publication.
Here's some of the things that I particularly liked:
"Three propositions" for written communications: "1) Writing is a symbolic activity of meaning-making; 2) Writing for others is a staged performance; and 3) Writing is a tool of understandning as well as of communciation." The authors demonstrate how the writer must first discover what he wants to say ("meaning-making"). Then, the writer must fashion that into something understandable to the reader ("staged performance").
They offer questions the writer needs to ask during the writing process, such as: "What do I want my readers to know?, What do I want my readers to feel? What do I want my readers to do?" The authors also explain why the questions "What?, Why?, Why Not?" are so important to inventive problem-solving.
This book details how an essay should be developed mechanically. Their coverage of developing a Thesis Sentence was most helpful for me.
Here's their definition of a Thesis Sentence: a rational defense and development of an opinion as precisely worded as possible, or, raising a precise question about something controversial and trying to answer it. The authors spend a good deal of time discussing the development of a Thesis Sentence and then how to develop the ideas that support it.
I also found their discussion of Introductions very helpful, particularly that we should not be "Barging into the Topic" nor "Bungling into the Topic" -- both sections in the book describing common errors in Introductions.
The authors discuss reasoning and do a great job showing the benefits and pitfalls in Inductive vs Deductive reasoning. After reading the book you'll be most knowledgeable about the differences and the details of how to develop arguments.
The authors devote a large proportion of their book to the presentation of your argument to your reader, as opposed to the initial development of your argument.
The final section on Grammar was not needed considering the large selection of books on this subject. But the extra Appendix on Inductive and Deductive logic was truly great.
Think of this book as a combination of: how to write in general, how to write a reasoned essay, how to think, how to marshal your arguments in the most convincing way for the reader, how to search for truth.
It's not a large book as it was written very concisely. I highly recommend this book.
John Dunbar
Sugar Land, TX
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