The apprenticeship approach provides one variant of the reading connection, arguing that the composition classroom should resemble pottery or piano workshops—minimizing dependence on excessive self-reflection, preoccupation with audience, and explicit rules. By watching the master, according to Michael Polanyi,[35] an “apprentice unconsciously picks up the rules of the art, including those which are not explicitly known to the master himself.” Writing instructors, according to this approach, serve as models and coaches, providing explicit feedback in response to the learner's compositions.