The article of Baines, L. A.” From tripod to Cosmos: A new metaphor for the language arts” which was published in English Journal, telling about the development of language writing. Instead of asking students to write formal academic response, the initiates such as The Bay Area Writing Project putting more emphasis on the process of writing instructions. First of all, having students to be familiar with different kinds of literary forms is the main program that contemporary teachers train their students. Having students to write various form of writing offer the students the practice of learning how to write for the real audience for different purposes with different point of view.
Besides the training of writing forms, more and more teachers advocate the writing plan of individual conferences which provides students the platform of making sharing with other students. Through these daily classroom activities and writing instructions, students may gradually get acquaintance with the process of how to write.
In addition, instead of the traditional ways of writing in nonprinting media, the use of the computer as the tool of teaching composition has been overall accepted. The increasing computer facilities however offer the language art teachers to guide students how to take advantage of the network resources as the way to write the compositions well.
Indeed, the network offers a great platform for students to search information which might be very useful when we need to make an essay or do some research. Take my experiences for example, I often feel frustrated when I am struggling with my research paper without any inspiration. However, the abundant resources provide me with many references which are conveniently got of rather than the traditional way of searching information such as the books or journals in the libraries.
Turn to the topic of this article, I think the author gives a special metaphor to describe the evolution of language writing from tripod to cosmos. The much more complete establishment of the writing instruction undoubtedly gives the contemporary students the systematic teaching to learn more efficiently and quickly about the writing skills.
Moreover, in the second paragraph, I agree with the viewpoints of the teaching way of making sharing in the daily class activities. By means of discussing and sharing, students may learn more about what the literary forms are, putting these understandings into their composition writing, further elevating the learning effects and decreasing some troubles which come form the misunderstanding of the literary form.
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