Academic Margins
Basic writing is a weird subject to me. I don't see why anyone would want to abolish basic writing courses. They seem so mandatory these days. I understand that if someone is in college, the SHOULD know how to write, but that isn't usually the case. Many students who are in poorer high schools have no control over what they are being taught, and usually don't know better to try and change it. If those students choose college, college should want to help those students out and educate them to the best of their ability. Basic writing is needed for every class that will be taken and is needed for most jobs and careers. How are we supposed to just throw them into a composition course if they are just going to fail. What should the college care about teaching basic writing? If students are placed there, they will need to take that before the comp class. They are still paying for their education. I hope it isn't an issue of race and class prejudice as Mutnick points out.
I like the idea of, "errors represent the writer's attempt to systematize language, to approximate the standard written code in the absence of adequate instruction and practice." That is a good point, I have never though about that.
Basic writing can help out many students, and good teaching can show the students their potential for being great writers. The goal should be to get them to move "inside the margins."
Technology and the Teaching of Writing
This essay was funny because it did seem outdated as we said in class. Just talking about "word-processing" seemed ancient to me. Moran also seems to be stating the obvious for this generation.
Technology has been a hot topic. I agree with Shipka that technology is almost inescapable in a classroom, be it the lights, the chalkboard, the clothes that people are wearing, etc. It is frustrating to hear a teacher talking about how they are not going to change what they are doing, when in fact they are using technology. I think that it is important in a classroom. I may not be super savvy on computers, but I do think they are the future, just like the students.
E-mail is weird. We talked about this as well. Would I allow students to e-mail me? In high school? You know, I don't think I would give them all my e0mail the first day of class or anything, but if there was situation where I wouldn't see student for a period of time, then sure. I think e-mail is a great way to communicate, as long as everyone has it, which everyone does not. Online discussion is the same way. Although that frustrates me more. I want to be able to say what I want, when I want...I hate when I am not heard, or am over shadowed by others who are chatting. The Internet is great for a classroom. There are so many projects and fun things for students to do on the web.
Technology always come up. It seems that we talk about it in every class, even when it isn't the subject of conversation. I think that technology will be something that I will be hearing about for a long time.
Monday, May 14, 2007
May 8th WAC and Writing Center
WAC
I always wondered what writing across the curriculum actually was. I think I have a better understanding, although I am still a little cloudy on the subject. I see that it helps. "students to become critical thinkers and problem solvers," and that it helps their communication skills. I didn't know that there were two different approaches to WAC, the writing to learn and the writing to communicate. I guess I use writing to learn more than I thought. I like the idea of journals and free writing. I know that they are pointless to some, but I think it is so important to have something so student based, something that students won;t worry because it isn't graded, but it is for them. I think that I will use this approach a lot in my classroom, especially with journals. Writing to communicate is just as important. Being able to write for the audience, for the reader is a skill that students must learn. This will apply to everything they write, in their future jobs and so on. I like how the teacher is a guide, or a "tribal elder to initiate."
Understanding processes is also important. I think that if we don't understand the process, we can't fully understand the result.
It would be interesting to go to a writing workshop. I think I would get frustrated though, because even though McLeod says that at workshops one must "model the pedagogy" I think it would still be someone telling me what to do, and I don't like that.
Writing Center
Hobson is definitely an advocate for the writing center. I have many thoughts on writing centers. I understand that they are designed to instruct and support writers. That writers have a place to go where they can join together with other disiplines and unite, forming a superhero writing group. I guess I am jsut tainted because it isn't always like that. Hobson does talk about how all writing centers are different, but he doesn't talk about the negatives that may occur there. First of all, I have had some bad tutors at writing centers. Most of the time they don't know what they are talking about, or they aren't looking at the contenet at all, just the format and the grammar, etc. They may not even ask me questions about what I was doingand why...it is just wrong, or teachers don't like that. I know that this isn't the point of writing centers. I think that the intentions are good. I think it is a great goal to, "produce better writers, not better writing." I just don't think that happens very much. I think that if we are going to have writing centers, we need experienced people working there. As for writing centers being a training site for teachers, I haven't experienced that yet.
I always wondered what writing across the curriculum actually was. I think I have a better understanding, although I am still a little cloudy on the subject. I see that it helps. "students to become critical thinkers and problem solvers," and that it helps their communication skills. I didn't know that there were two different approaches to WAC, the writing to learn and the writing to communicate. I guess I use writing to learn more than I thought. I like the idea of journals and free writing. I know that they are pointless to some, but I think it is so important to have something so student based, something that students won;t worry because it isn't graded, but it is for them. I think that I will use this approach a lot in my classroom, especially with journals. Writing to communicate is just as important. Being able to write for the audience, for the reader is a skill that students must learn. This will apply to everything they write, in their future jobs and so on. I like how the teacher is a guide, or a "tribal elder to initiate."
Understanding processes is also important. I think that if we don't understand the process, we can't fully understand the result.
It would be interesting to go to a writing workshop. I think I would get frustrated though, because even though McLeod says that at workshops one must "model the pedagogy" I think it would still be someone telling me what to do, and I don't like that.
Writing Center
Hobson is definitely an advocate for the writing center. I have many thoughts on writing centers. I understand that they are designed to instruct and support writers. That writers have a place to go where they can join together with other disiplines and unite, forming a superhero writing group. I guess I am jsut tainted because it isn't always like that. Hobson does talk about how all writing centers are different, but he doesn't talk about the negatives that may occur there. First of all, I have had some bad tutors at writing centers. Most of the time they don't know what they are talking about, or they aren't looking at the contenet at all, just the format and the grammar, etc. They may not even ask me questions about what I was doingand why...it is just wrong, or teachers don't like that. I know that this isn't the point of writing centers. I think that the intentions are good. I think it is a great goal to, "produce better writers, not better writing." I just don't think that happens very much. I think that if we are going to have writing centers, we need experienced people working there. As for writing centers being a training site for teachers, I haven't experienced that yet.
April 3rd Feminist and Community service
Feminist Pedagogy
I don't know, I guess I am not crazy into this essay. I like feminist ideas. I think that it is important to look at things differently, especially when you are a student. I guess I think that feminist pedagogy isn't something that should need to be done, but that it is kind of already done by choosing certain books to read, and writing on certain subjects. I think that anything more than that needs to be a separate class on Feminism. Women are very important and deserve a whole class that is devoted to them. Composition courses should include women writers and as Jarratt says it includes, "decentering or sharing of authority, the recognition of students as sources of knowledge, a focus on processes," etc. I like the idea of trying to change the way thing usually are in a classroom. I am not sure why I am not crazy about this chapter though. I guess I just don't think that way, I guess I think things are changing and it isn't necessary to use feminism as a pedagogy. I think I need to learn more about it before I talk more about it. I didn't get a clear idea of what it is through this reading. I'm not sure if men can be feminists either.
Community Service Pedagogy
I think this is a good idea, but it shouldn't be the only way. I also think, as we said in class, that community service should be voluntary, not mandatory. I do think that forcing students into it may not be as beneficial as it is supposed to be. I didn't experience any community service stuff in high school, but I wish I did. I think that working with the community is important for students to get an idea of where they live, what surrounds them, and how they can help, even how they can't help. I disagree with Julier though and do think that service learning is community service. Why isn't it? I also think it is volunteerism, if you signed up for it. I see how it can be beneficial to writing, I see that many ideologies are brought together. I like the idea, just maybe not forcing it on anyone.
I don't know, I guess I am not crazy into this essay. I like feminist ideas. I think that it is important to look at things differently, especially when you are a student. I guess I think that feminist pedagogy isn't something that should need to be done, but that it is kind of already done by choosing certain books to read, and writing on certain subjects. I think that anything more than that needs to be a separate class on Feminism. Women are very important and deserve a whole class that is devoted to them. Composition courses should include women writers and as Jarratt says it includes, "decentering or sharing of authority, the recognition of students as sources of knowledge, a focus on processes," etc. I like the idea of trying to change the way thing usually are in a classroom. I am not sure why I am not crazy about this chapter though. I guess I just don't think that way, I guess I think things are changing and it isn't necessary to use feminism as a pedagogy. I think I need to learn more about it before I talk more about it. I didn't get a clear idea of what it is through this reading. I'm not sure if men can be feminists either.
Community Service Pedagogy
I think this is a good idea, but it shouldn't be the only way. I also think, as we said in class, that community service should be voluntary, not mandatory. I do think that forcing students into it may not be as beneficial as it is supposed to be. I didn't experience any community service stuff in high school, but I wish I did. I think that working with the community is important for students to get an idea of where they live, what surrounds them, and how they can help, even how they can't help. I disagree with Julier though and do think that service learning is community service. Why isn't it? I also think it is volunteerism, if you signed up for it. I see how it can be beneficial to writing, I see that many ideologies are brought together. I like the idea, just maybe not forcing it on anyone.
May 1st Cultural/Critical
Cultural Studies
I'm unsure why, but I dislike this essay. Maybe because they almost try to act "middle of the road" but they are certainly favoring sides, which is cool with me, it just gets annoying. Anyway, cultural studies is interesting, but was hard for me to understand. When I think of cultural studies, I don't normally think about politics. I know that is not what this is all about, but there is a lot of politics involved it seems. When it comes to teaching, I guess cultural studies focuses on "multiculturalism, the politics of literacy, and the implications of race, class, and gender." I did like the way they talked about how certain, or many of the themes and issues in this genre can't be made into linear ways of writing, or composing. I guess I see that, but I think I see that with most genres of pedagogy. I was glad to get some definition of what cultural studies are, and that they fall into three categories, although there may be more.
I think that using media, music, etc, as I have said before is very important for students. I like to think that that is where cultural studies is going, if it isn't there already. Mass communication and popular culture are things that are really present at the moment. Self-education is an interesting idea. I see where that could go, but I also think that there needs to be some sort of teacher. I like the idea of working with a student to figure out what the student wants to do.
Cultural studies is important in many other fields as well. Writing in general, whether it be composition, reports, grants, and so on could be helped through cultural studies.
I really like the statement, "the cultural studies approach to the writing classroom addressed the question of what constitutes the content of a composition course with the idea that content is right under our noses, in the culture of everyday life." This would be a great way to teach, but difficult in a high school setting that is ruled by curriculum and standards.
Critical Pedagogy
This was crazy talk! I liked it, but was shocked to read some of what was said. They talked about how it isn't the teacher that are poor, or it isn't a wrong technique when students aren't learning, but that it is the right thing, it is a way to keep the lower class down. That was wow to me. Also when community colleges are brought up, and that they are there to build a "large pool of unskilled workers for a shrinking number of increasingly deskilled jobs." That they, "train students to follow orders and accept subordinate roles in society." I know that is what Shor argues and not George, but Wow! I don't agree with that, at least not in my experience. This critical pedagogy seems very "hippie" to me. That isn't a bad thing, it is just that George talks a lot about oppression, resistance, and how we are trapped.
I guess the goal of critical pedagogy is, "to enable students to envision alternatives, to inspire them to assume the responsibility for collectively recreating society." I like this idea, and I see how it would be tricky to do, especially in a traditional classroom. There sometimes needs to be a line that shouldn't be crossed. The class shouldn't be able to vote the class out of existence. I guess I am also thinking about high school, so that may make a difference. I do think that students should be aware of the power they do hold. They should also be able to direct their own education, but there, once again needs to be a line.
I'm unsure why, but I dislike this essay. Maybe because they almost try to act "middle of the road" but they are certainly favoring sides, which is cool with me, it just gets annoying. Anyway, cultural studies is interesting, but was hard for me to understand. When I think of cultural studies, I don't normally think about politics. I know that is not what this is all about, but there is a lot of politics involved it seems. When it comes to teaching, I guess cultural studies focuses on "multiculturalism, the politics of literacy, and the implications of race, class, and gender." I did like the way they talked about how certain, or many of the themes and issues in this genre can't be made into linear ways of writing, or composing. I guess I see that, but I think I see that with most genres of pedagogy. I was glad to get some definition of what cultural studies are, and that they fall into three categories, although there may be more.
I think that using media, music, etc, as I have said before is very important for students. I like to think that that is where cultural studies is going, if it isn't there already. Mass communication and popular culture are things that are really present at the moment. Self-education is an interesting idea. I see where that could go, but I also think that there needs to be some sort of teacher. I like the idea of working with a student to figure out what the student wants to do.
Cultural studies is important in many other fields as well. Writing in general, whether it be composition, reports, grants, and so on could be helped through cultural studies.
I really like the statement, "the cultural studies approach to the writing classroom addressed the question of what constitutes the content of a composition course with the idea that content is right under our noses, in the culture of everyday life." This would be a great way to teach, but difficult in a high school setting that is ruled by curriculum and standards.
Critical Pedagogy
This was crazy talk! I liked it, but was shocked to read some of what was said. They talked about how it isn't the teacher that are poor, or it isn't a wrong technique when students aren't learning, but that it is the right thing, it is a way to keep the lower class down. That was wow to me. Also when community colleges are brought up, and that they are there to build a "large pool of unskilled workers for a shrinking number of increasingly deskilled jobs." That they, "train students to follow orders and accept subordinate roles in society." I know that is what Shor argues and not George, but Wow! I don't agree with that, at least not in my experience. This critical pedagogy seems very "hippie" to me. That isn't a bad thing, it is just that George talks a lot about oppression, resistance, and how we are trapped.
I guess the goal of critical pedagogy is, "to enable students to envision alternatives, to inspire them to assume the responsibility for collectively recreating society." I like this idea, and I see how it would be tricky to do, especially in a traditional classroom. There sometimes needs to be a line that shouldn't be crossed. The class shouldn't be able to vote the class out of existence. I guess I am also thinking about high school, so that may make a difference. I do think that students should be aware of the power they do hold. They should also be able to direct their own education, but there, once again needs to be a line.
Saturday, May 12, 2007
April 24 Pedagogy
Rhetorical Pedagogy
Hmmm....honestly I found this chapter so boring. I guess I just had a hard time reading it because of how it was written, and the subject. This pedagogy seems to set for me. I liked the Platonic pedagogy for some reasons, such as the lack of seriousness and the mystery involved. I think though that in general, rhetorical pedagogy is all about truth and clarity, as well as correctness. These are things that are important, but not the way I think I'll be teaching. I think it is important for teachers to mess up. I don't think that it is a sign of weakness, but it shows students that teachers are human, and if we make mistakes, then they should be okay with making mistakes too. I also think that second and third chances just need to be given some times. I don't want to focus on correctness, that isn't the most important thing. I want to focus on the student learning and getting something from my class, and maybe possibly even enjoying themselves. I don't really need to persuade my students into thinking something, I want them all to have and keep their own ideas and values. I know that Truth is a big part of this pedagogy, and I am down with that, I just think perhaps I am too student focused for it.
Collaborative Pedagogy
This pedagogy is something more that I would do. Actually, I don't need to do anything, it is already there. I do think, especially now that I have listened to Shipka, that we are always collaborating. I do think that all writing is collaborative, as Howard points out that Charlotte Thralls says, "Active readers function as collaborative partners; the writers sense of anticipated audience constitutes a form of collaboration; the community in which the act of writing takes place or toward which it is aimed contributes constraining (and enabling) conventions such as word choice, tone, organization; and sources that the writer has read exert their influence." I think that the pedagogy of collaborating is beneficial in many ways. It does eliminate some of the competition between students, it also gives students an example of work place writing, and so on. I don't think that collaborating in the sense of peer review is always helpful as I have said before. In general though, I think this is a good way to teach.
Hmmm....honestly I found this chapter so boring. I guess I just had a hard time reading it because of how it was written, and the subject. This pedagogy seems to set for me. I liked the Platonic pedagogy for some reasons, such as the lack of seriousness and the mystery involved. I think though that in general, rhetorical pedagogy is all about truth and clarity, as well as correctness. These are things that are important, but not the way I think I'll be teaching. I think it is important for teachers to mess up. I don't think that it is a sign of weakness, but it shows students that teachers are human, and if we make mistakes, then they should be okay with making mistakes too. I also think that second and third chances just need to be given some times. I don't want to focus on correctness, that isn't the most important thing. I want to focus on the student learning and getting something from my class, and maybe possibly even enjoying themselves. I don't really need to persuade my students into thinking something, I want them all to have and keep their own ideas and values. I know that Truth is a big part of this pedagogy, and I am down with that, I just think perhaps I am too student focused for it.
Collaborative Pedagogy
This pedagogy is something more that I would do. Actually, I don't need to do anything, it is already there. I do think, especially now that I have listened to Shipka, that we are always collaborating. I do think that all writing is collaborative, as Howard points out that Charlotte Thralls says, "Active readers function as collaborative partners; the writers sense of anticipated audience constitutes a form of collaboration; the community in which the act of writing takes place or toward which it is aimed contributes constraining (and enabling) conventions such as word choice, tone, organization; and sources that the writer has read exert their influence." I think that the pedagogy of collaborating is beneficial in many ways. It does eliminate some of the competition between students, it also gives students an example of work place writing, and so on. I don't think that collaborating in the sense of peer review is always helpful as I have said before. In general though, I think this is a good way to teach.
sticky embrace April 17
I think we had a really good discussion of this chapter in class. I think Wysocki is absolutely right on her idea of beauty and aesthetics. The Peek ad was a perfect ad to talk about. It is amazing what a small ad can really do. I found it very interesting to learn about how this ad was set up for our eyes. How the brightest spot is where we look first, at her ass. How the words on the ad flowed through so that it was pleasing to the eye. All of these things are really important. I did find it interesting that she said "we are not encouraged to ask about the woman in the ad as a woman, only as a shape." I though it was funny she would say that because when I first saw the ad, I actually did wonder who that woman was, is she just a model, or is she someones friend, where is she now, etc. Maybe I wonder that stuff because I am an artist who sees my subjects as people, not just subjects, and that is what really can add to or take away from a drawing or picture. Anyway, I think that students should be taught about these visuals more because we see this stuff everyday. Not only do we see this everyday, we too have to make these sorts of choices when it comes to our writing. Composing visuals is important as well for students and I think they need to be able to do it well. I thought that Kant's aesthetics were interesting. Knowing about understanding, reason, and judgement are very important to composing and making choices. Beauty is how we make it. We can do a lot with images, words, colors, and so on, it all depends on how we use these things that will decide if it is beautiful or now.
Box Logic April 12
I really enjoyed this chapter. I know I talked about it in class, but I just really think that Sirc has a great way of looking at composition as art. I think I relate to him because I definitely see the art in most things. I understand that some people may see students collecting things to put in a "box" may not fulfill the composition requirements, but I think that this way is just as effective as any other way. Perhaps some students may want to throw some stuff into a box and call it a day, but I think that if we gave students more opportunities to compose this way, that they would take it seriously and come up with amazing pieces. I definitely think that if I were to do this in a classroom, I would require a writers memo with it, just so I could really understand what the student was going for. Also, this may eliminate any of those students who think this is a way of getting out of something. The chapter itself is really interesting too. The formatting makes sense for this chapter. I know we talked about why he chose this format, but I think that it is perfect for what he is talking about. I do wish I had a writers memo from him though!
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