I analyzed a qualitative data set based on teachers' responses to the question: "What major factors led you into teaching?" The results are shown in the table below.
Here's a short video detailing my various habits as a writer.
Here is the first version I created:
Nine months ago, I would not have known what a “gf bliss ball with pb drizzle” means. I started an Instagram account to document and share my love for health, food, and baking, and I gained a discourse community in the process. Despite the exclusively online medium, I found a surprisingly tight-knit community of fellow food bloggers. As I learned the lingo and engaged with other foodies, I slowly assimilated and became a member of the community. Now, I post and interact with other bloggers regularly and have even met a few of them in person.
Composition was a craft once shrouded in secrecy. But ever since rhetoric and composition re-emerged as a field of discourse, many scholars have explored writing as a process. Early research dealt with “lengthy, idiosyncratic narratives” that were difficult to parse and draw conclusions from (Perl 194). Furthermore, they depended on the writer’s ability to accurately remember the reasoning behind certain decisions, which was not always reliable. In 1979, Sondra Perl expanded on this research in her study of unskilled writers and invention of a protocol coding system. Her work attempted “to elucidate basic processes” involved in composing and to shed light on how to improve the skills of poor writers (Perl 193).
“In writing, you must kill all your darlings.” When I was a junior in high school, my English teacher shared this quotation from Faulkner with the class. It meant that to be a good writer, you had to cut out all the clever phrasing or rhetorical flourishes that do not serve the interests of the reader, even if you personally like them. In essence, my teacher was trying to show us how to revise—which often involves scrapping unnecessary words and phrases, even if we consider them our “darlings.”