Chapter One: Summary and Response

Summary
This chapter introduces the concept of effective writing instruction. The chapter begins by describing some of the difficulties which can arise when trying to effectively teach writing as a skill. One of the major hurdles a new teacher of writing may face is that of convincing her students that writing is indeed important and worthy of not only their time, but also their consideration.
The author gives two pragmatic reasons for the teaching and the learning of writing, while also appealing to the higher causes of self-enlightenment and imagination. Perhaps the listed reasons of writing for economic power, knowledge, and social inclusion can effectively blend "discipline and imagination" for students of all strata.

Response
As with most anything that we must filter through our brains, I found things I liked and others that didn't appeal to me.
For instance, I thought the discussion was a bit heavy on the "social necessity" section. Although the idea of remembering and organizing our lives is a very practical and necessary function arising from language, I don't really think this is a worthy endeavor for the teacher of writing. After all, these things either fall into place or they don't. Everyone will have to make lists but some people don't think to record their daily lives in journals or even a daily planner.
I think that the "lockstep instruction in prose mechanics" that is so handily dismissed by the authors is a result of our psychologically obsessed society. Many high-school writing programs have made it their mission to simply get kids writing, and ignore the most fundamental rules of grammar in doing so. While I think that a balance does need to be found between the two extremes, I don't feel confident that a desirable solution is being sought.