Friday, October 9, 2020

NEB Grade XI Compulsory English Note | Language Development | Unit-2 Freewriting (Comprehension and Critical thinking) Part 2

NEB Grade XI Compulsory English Note | Language Development | Unit-2 Freewriting (Comprehension and Critical thinking)

Unit: 2

Freewriting

Comprehension

Answer the following questions.

a. Why is freewriting also called ‘automatic writing’?
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Answer:
Freewriting is also called 'automatic writing’ because it is performed without any conscious control to achieve a spontaneous expression.

b. How do you differentiate writing from speaking?
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Answer:
Writing has the advantage of permitting more editing but speaking doesn’t have.

c. What is the biggest obstacle in the writing process, according to Elbow? Do you agree with him? Why? Why not?
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Answer:
According to Elbow, editing is the biggest obstacle in the writing process. This is because a series of editing can diminish the natural creativity the mind discharges.

d. How can freewriting overcome ‘writer’s block’?
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Answer:
Freewriting can overcome ‘writer’s block’ as it is non - editing.

e. What do you mean by ‘voice’ in writing?
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Answer:
Voice is the combination of a sound, texture, and rhythm and the main source of power in writing.

f. Elbow uses a simile to explain that freewriting “is like writing something and putting it in a bottle in the sea.” What does this mean? Explain.
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Answer:
The given expression means freewriting helps somebody by providing no feedback.

Critical thinking

a. How does the author persuade readers in this essay? What is he trying to communicate to the readers?

The essay ‘Freewriting’ explains how freewriting helps one to improve his/her writing skills. The author has presented his idea with relevant evidence and supportive discussion to persuade the readers.

According to the author, the most effective way to improve one’s writing is to do freewriting exercises repeatedly. The freewriting is spontaneous and accepts no feedback. It must never be evaluated and there must be no discussion or comment at all. The essay reveals that the main thing about freewriting is that it is non-editing. Editing is usually necessary if we want to end up our writing with some satisfactory. The habit of compulsive and premature editing makes our writing hard and dead. The essayist believes that in our natural way of producing words there is a mixture of a sound, a texture and rhythm called a voice. The voice is the main source of power in our writing and carries over into the regular writing.

b. Elbow said, freewriting “is an exercise in bringing together the process of producing words and putting them down on the page.” Do you agree with his statement? Why? Why not?

Freewriting is an exercise in bringing together the process of producing words and putting them down on the page. It can be done in a short period of time without stopping, no matter how coherent or incoherent it is. In freewriting one doesn’t need to be concentrating on spelling, grammar and similar ideas. When we freewrite, we express whatever comes into our mind on the specific topic. Practiced regularly, freewriting undoes the inbuilt habit of editing at the same time we are trying to produce. It will make writing less blocked. It doesn’t matter what we write as freewriting is only for us to read unless we share our work with others. It will solve our editing worries. Practicing freewriting continuously will enhance our writing skill.

c. How did you learn to write? What was particularly difficult in writing? What inspired you to write? What are some of the challenges that you still face while writing?

Writing was one of the most complicated tasks for me. When I was in the intermediate grade, I could hardly manage half of the paragraph on the assigned topic. My work would lose proper grammatical structures, suitable vocabularies and coherence. The most problematic part was generation of vocabularies. When I sat for any piece of writing, words couldn’t come easily. Some of my friends would go through any writing assignment comfortably. Their writings were greatly admired in the classroom. I wished I could write like them. I talked to my teacher about my difficulty. He suggested me not to panic and practise freewriting exercises regularly and encouraged me to read as many English texts as I could. Then, I followed the advice very strictly. I enriched my vocabulary and learnt the sentence structures with correct grammatical rules. Now, I can allow myself to complete any sort of writing easily but I still get troubled with accumulation of appropriate words.

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