Students learn that writing for themselves not only leads to personal reflection, but can also provide content for the film analysis essays, class discussions and final assignment. Our dream journals related directly to the course. Before students are committed to writing an initial draft of the film analysis essays or the final assignment, they discuss topics in class, and with the instructor's help in the conference, focus on specific issues. Frequent opportunities for personal conferences establishes a positive instructor-student relationship. In philosophy, deriving a specific writing topic and attentiveness to the use of language, particularly writing style and clear prose, are best discussed with individuals.
Students can immediately ask questions about their writing and receive assistance.
The instructor provides examples of his own writing process, from sketchy notes to drafts to published pieces, and discusses at length the development of ideas and his notion of effective prose. Occasionally the instructor models of student writing acquired from previous courses and explains the strengths and weaknesses of the writing samples. Most often the instructor provides feedback written directly on the student's draft. For example, a wavy line drawn under words or phrases indicates an awkward, unclear usage or ideas which need to be rephrased. The instructor sometimes provides marginal comments to clarify the wavy lines, or the instructor suggests alternatives.