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Experience shapes us, randomness shapes us, the celebrities and weather, our very own accommodations and rebellions, most importantly, the social order . Adrienne Rich, "Of a Women Born" My four-year old girl now has the yearning to understand how to write. She scribbles illegible swirls, which she says is her story about a princess. She prints her name "Olivia" on novels, magazines, and on her own drawings. When she's a pen or crayon in hand she's an immediate urgency to write her name and where ever there's a level surface she prints her name wrongly. While I tell her there are not two "I"s in her name and attempt to show her the correct spelling, she throws her crayon in the air. What is essential and that which I need to remind myself is that in the present time, in her universe, the spelling of her name is Oliia. When I hover over her shoulder as she scribbles, she stops writing. She feels inhibited, so today I withstand teaching her writing. This is the way I imagine many educators feel when confronted with a pile of essays written by high school pupils, which are streamed with grammatical errors and incoherent sentences. They believe apathy, as do many pupils, about writing. After studying texts necessary for our essay theory course, I sympathize with pupils', teachers' and also my daughter's frustration. Time is spent on error identification and also what constitutes a finished piece, instead of on the capacity of a piece of writing and the process of completing that slice. Time is not spent on how to make a "good" piece, or as Donald Murray clarifies, "rehearsal, drafting, revision and connecting." In ways I could say Olivia is rehearsing the spelling of her name. It's no wonder she's throwing her crayon in the air, since I'm correcting her versus.