The free writing technique emphasizes spontaneous, continuous expression, aiming to liberate thoughts and overcome writer's block, without concern for grammar or structure.
This is different from David Bartholomae's approach to writing that emphasizes teaching students to engage critically with academic texts and discussions.
This structured method focuses on helping students develop their ability to write well-argued and coherent academic papers, encouraging them to connect their work with existing scholarly literature.
Free writing is based on a presumption that, while everyone has something to say and the ability to say it, the mental wellspring may be blocked by apathy, self-criticism, resentment, anxiety about deadlines, fear of failure or censure, or other forms of resistance.
[15] While Kerouac's "rules" are elliptical and even cryptic for beginning writers, they are more comprehensive than Goldberg's for those who have practiced prose writing for some time.
[16] Goldberg's rules, which are infused with the study and practice of Zen Buddhism, make the process of free writing more accessible for a beginner and are perhaps less extreme than those of Kerouac, although they are still tinged with an element of mysticism.
[17] This perspective suggests that free writing can serve as a foundational step in a multifaceted cognitive process that includes critical thinking and strategic planning.
By incorporating problem-solving heuristics, writers can use free writing not only to generate raw material but also to transition those ideas into organized, coherent thoughts with clear objectives.
Charles Piltch expressed concerns that the lack of time for preparation before writing may produce work that is not suitable for academic settings.
[20] David Bartholomae also criticizes free writing for its emphasis on personal voice at the expense of engaging with the broader academic discourse.
He argues that this focus can prevent students from adequately preparing for the complexities of academic writing, which demands critical engagement with tradition, power, and authority.
Bartholomae suggests that by prioritizing personal expression, free writing might limit students' ability to participate in academic conversations meaningfully.
In a study done by Fred McKinney, free writing was defined as letting one’s thoughts and words flow onto paper without hesitation.
Free writing plays a key role in this exploratory process of using language to uncover and articulate the meaning within one's experiences.
It facilitates a dynamic interaction between the writer and their language, enabling them to experiment, reflect, and ultimately refine their ideas into coherent messages.