In my opinion, the first end of college composition is that, when a student leaves the classroom, they are able to write appropriately in the various academic and real-world contexts that they mayface in the future.
I do like the idea of one freshman English class that every student takes. That sort of class is a good introduction to the basics of writing and reading at the collegiate level. The second semester of freshman English (1302) should be more specialized. We could offer classes in academic writing, for people who may go into the academy, business writing, technical writing, or science writing, just to name a few of the options. This might make students feel better about having to take a required classs--at least it would be immediately clear how it will be valuable to their lives.
There are of course many other ends of a composition class. One important one that has been a hot topic on the ICON listserve this week is tone. I want any student who leaves a class that I teach to learn the importance of taking the correct tone for each assignment. One can be informal and joke around in a movie review, but you can't talk to a teacher or a boss in an informal manner like the student on the listserve did this week.
Another end is the basics of grammar. Leaving composition class, even if a student doesn't have the best grasp on the grammatical subtleties of the English language, I want them to at least know how to go about finding answers to their questions. A positive of the 1301 class is that it does require the St. Martin's Handbook, so each student can see the value in a handbook like this for solving grammatical questions.
The last major end is critical reading. I firmly believe that in order to write well, one must read well. If you don't understand the assignment you are working on, or if you misunderstand a source that you are using in a research paper, you will never do well. The skill of critical reading is one of the most important and most easily transferable skills that we need to teach in the college composition class.
Sunday, September 30, 2007
Sunday, September 23, 2007
Philosophy
What is a philosophy of composition or a philosophy of teaching? Are there different types of philosophies? What teaching and learning strategies do you think might go into your philosophy?
Well, I think it is pretty clear that there are lots of different teaching philosophies. Nearly every esssay we have read for this semester has a different sort of take on a teaching philosophy or viewpoint. The Berlin and Fulkerson articles that we read and discussed earlier this semester do a really good job of outlining some of the major philosophies of composition teaching: classicists, current-traditionalists, expressivists, and new rhetoricians are the names Berlin gives the theories he oulines.
I think that's a pretty good start to some interesting teaching philosophies and he's explained them a little bit better than I could hope to do.
For me, as a teacher, I think what matters most at the moment is balance. As I haven't ever taught before, this is a particularly complicated question and task for me. But I do know that I need balance. I do want my students to learn grammar, form, theory, critical thinking-- everything. But how, as a teacher do you strike a balance? I already realize that I want grammar to be the thing I put on the back burner first. My students' grammar will improve with practice, careful reading of their assigned homework, and my responses to their papers. I really think that for me, at least, I will have to learn by doing when it comes to this. I will have to decide what first priority is for my students before I step foot in the classroom. I suppose I would choose critical thinking, because that skill is the most applicable to the student. It is important in every major, every career, every life choice. I expect my teaching philosophy to be ever changing and evolving with every class I teach or take.
Well, I think it is pretty clear that there are lots of different teaching philosophies. Nearly every esssay we have read for this semester has a different sort of take on a teaching philosophy or viewpoint. The Berlin and Fulkerson articles that we read and discussed earlier this semester do a really good job of outlining some of the major philosophies of composition teaching: classicists, current-traditionalists, expressivists, and new rhetoricians are the names Berlin gives the theories he oulines.
I think that's a pretty good start to some interesting teaching philosophies and he's explained them a little bit better than I could hope to do.
For me, as a teacher, I think what matters most at the moment is balance. As I haven't ever taught before, this is a particularly complicated question and task for me. But I do know that I need balance. I do want my students to learn grammar, form, theory, critical thinking-- everything. But how, as a teacher do you strike a balance? I already realize that I want grammar to be the thing I put on the back burner first. My students' grammar will improve with practice, careful reading of their assigned homework, and my responses to their papers. I really think that for me, at least, I will have to learn by doing when it comes to this. I will have to decide what first priority is for my students before I step foot in the classroom. I suppose I would choose critical thinking, because that skill is the most applicable to the student. It is important in every major, every career, every life choice. I expect my teaching philosophy to be ever changing and evolving with every class I teach or take.
Monday, September 17, 2007
ICON
In our system, DIs have a very similar role to that of a mentor in a writing center. We go over each of their drafts, pointing out errors, and trying to help the student to learn from their mistakes. Our comments are similar to those that one would receive in a writing center, but without the benefit of dialogue. Since we can't meet face to face with a student, it's difficult to tell if they ever really comprehend the comments left for them. Frequently when I am grading, I come across something that is incredibly difficult to explain in writing. Some errors are just hard to do that with. That is where a writing center can really be helpful, since the mediators are there, with the student, able to communicate and ask follow up questions.
As for the Ma and Pa Kettle article, the computer system does have some benefits. Since the classroom instructors can see which types of errors are frequently cited in their student's work, it helps them to know what to cover in class. The only issue is if the DIs are properly marking the errors, and how detailed they need to be. But, if a workgroup discusses this, that problem can largely be avoided. A workgroup can decide to mark all of the comma errors on a certain assignment, for example. This ability to automatically track error is a great strength to TOPIC/ICON.
As for the Ma and Pa Kettle article, the computer system does have some benefits. Since the classroom instructors can see which types of errors are frequently cited in their student's work, it helps them to know what to cover in class. The only issue is if the DIs are properly marking the errors, and how detailed they need to be. But, if a workgroup discusses this, that problem can largely be avoided. A workgroup can decide to mark all of the comma errors on a certain assignment, for example. This ability to automatically track error is a great strength to TOPIC/ICON.
Sunday, September 2, 2007
Composition Concepts
In the readings that we did for last week, I found the expressionist theory to be the most important for teaching college composition, especially to freshman. In encouraging students to write about things that are close to them, it makes the finished product so much more interesting to read, since the writer really invested something into it.
I also think that teaching the students the rhetorical is really important too. Once a student can see how different types of writing change the meaning and tone, they can really harness the power of the written word. Writing is so vastly different when you are directing it towards a general consumer versus a scientist with advanced knowledge. A business memo is different than an English essay.
Lastly, I think a good teacher needs to remember at all times that each student has wildly different strengths and weaknesses, and to remember not to get discouraged by students who are not naturally talented at writing.
I also think that teaching the students the rhetorical is really important too. Once a student can see how different types of writing change the meaning and tone, they can really harness the power of the written word. Writing is so vastly different when you are directing it towards a general consumer versus a scientist with advanced knowledge. A business memo is different than an English essay.
Lastly, I think a good teacher needs to remember at all times that each student has wildly different strengths and weaknesses, and to remember not to get discouraged by students who are not naturally talented at writing.
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