Freewriting

See Ortiz’s brainstorming.

To tap your unconscious by freewriting, simply write sentences without stopping for about fifteen minutes. The sentences don’t have to be grammatical, coherent, or stylish; just keep them flowing to unlock an idea’s potential.

Generally, freewriting is most productive if it has an aim — for example, finding a topic, a purpose, or a question you want to answer. Angie Ortiz wrote her topic at the top of a page — and then explored her rough ideas.

Electronic devices — do they isolate us? I chat all day online and by phone, but that’s quick communication, not in-depth conversation. I don’t really spend much time hanging with friends and getting to know what’s going on with them. I love listening to my iPod on campus, but maybe I’m not as aware of my surroundings as I could be. I miss seeing things, like the new art gallery that I walk by every day. I didn’t even notice the new sculpture park in front! Then, at night, I do assignments on my computer, browse the Web, and watch some cable. I’m in my own little electronic world most of the time. I love technology, but what else am I missing?

Angie’s result wasn’t polished prose. Still, in a short time she produced a paragraph to serve as a springboard for her essay.

If you want to try freewriting, here’s what you do:

  1. Write a sentence or two at the top of your page or file — the idea you plan to develop by freewriting.
  2. Write without stopping for at least ten minutes. Express whatever comes to mind, even “My mind is blank,” until a new thought floats up.
  3. Explore without censoring yourself. Don’t cross out false starts or grammar errors. Don’t worry about connecting ideas or finding perfect words. Use your initial sentences as a rough guide, not a straitjacket. New directions may be valuable.
  4. Prepare yourself — if you want to. While you wait for your ideas to start racing, you may want to ask yourself some questions:

    What interests you about the topic? What do you know about it that the next person doesn’t? What have you read, observed, or heard about it?

    How might you feel about this topic if you were someone else (a parent, an instructor, a person from another country)?

  5. Repeat the process, looping back to expand a good idea if you wish. Poke at the most interesting parts to see if they will further unfold:

    What does that mean? If that’s true, what then? So what?

    What other examples or evidence does this statement call to mind?

    What objections might a reader raise? How might you answer them?