In The Psychology of Writing:  the Effective Experience, Alice Brand suggests that confusion is a natural part of the writing process for writers of all levels of experience. However, for basic writers who have little experience writing in academic settings, completing writing assignments to meet instructors’ expectations can be difficult.  In these instances, it is important to create an environment in which confusion is expected and welcomed. 

       In “Plan-Making: Taking Effective Control of Study” (1988), Joan Carver suggests that students keep a list of problems they are having in a “study helps” section of their notebook.  From this list, students choose a particular weakness and develop a specific plan to help with their problems.   Students copy their plans on 3 x 5 notecards and submit the cards to the instructor who then checks them and writes comments.  After a week, students have to indicate whether or not they followed the plan and the results of their decision to follow through or not (28).  This system provides anonymity for students who may not feel comfortable admitting their confusion to the rest of the class as well as accountability for students addressing problems in their writing.  Identifying confusion as the source of the rhetorical problem can allow instructors and students to strategically address writing problems.

       Another way to address confusion is to have students anonymously submit what were “fuzzy moments” for them in the class.  Instructors can designate five minutes before the end of class to ask students if any points of that day’s lesson remain unclear.  Students can anonymously submit their points of confusion in a container that the instructor keeps on his or her desk.  At the beginning of the next class session, the instructor can address those questions or issues students submitted. 

Helpful Resources

• Teacher-Directed Instruction