Take 20 September 30, 2009

After watching the Take 20 video, my first thought was that while teaching writing is both challenging and complex, it can still be fun and rewarding. Teaching writing, much like writing itself, is a process and teachers have to figure out what works and what doesn’t and ultimately stay current in the field to be the most effective. A theme I saw emerge was the idea that it is really all about the students and getting them to develop a skill set that they will be able to apply in the future. I found it inspiring that all of these teachers started off unsure, nervous, rigid, or clueless and yet still persevered and still love teaching writing, and most importantly, learning from and interacting with their students.

Responding to student writing

This section jumped out at me because, since I’m a DI, I’m always wondering if my comments are truly helpful. Sommers mentions that responding to student writing is one of the hardest things teachers do. I agree with this; I also think it is one of the most important. It is hard because a lot of the assignments we are reading reflects how well we are teaching the material, but of course we don’t want to admit that. It is easier to blame the students. It is important because students need to have some direction and guidance in order to improve their writing. Tinberg’s discussion about summative and formative comments reflects what I struggle with when grading. Of course I want to give students comments that help improve their work, but I also feel like my comments need to justify the grade I’m giving them. Does anyone else feel this way? I also liked the distinction made between evaluating and responding to student writing. Most of what we do as graders is evaluate because we have to give it a grade. However, when I worked in the writing center, I was able to just respond to their writing; the students and I were on the same level, and they seemed to take the advice much more willingly.

Writing as a Process September 22, 2009

My writing process starts off with reading. Because most of the papers I write deal with some sort of research or analysis grounded in literature, I read, highlight, and take notes. Throughout my reading, I take notes and try and put together some sort of a working thesis. Writing sporadic notes helps me get out my thoughts and somehow piece them together. Next, I start writing. I am a very linear writer, so—believe it or not—I write my paper in consecutive order: introduction, body, conclusion. I don’t know what it is, but I cannot start writing the meat of the paper until I write an introduction. It’s like writing the introduction is a process in itself because, through writing it, I work out my thought processes and learn where I’m going to start and where I’m going to end. Then, after I have a draft, I go back and proofread and make adjustments as necessary. I may move paragraphs around or add a few more sentences to explain a point, but I usually don’t make too many major changes after I finish writing.

After thinking about my own writing process, I realize I spend the most time researching for and writing the paper. I don’t spend much time on revision, drafting, or outlining. I find it hard to plan out my entire paper before I start because I usually don’t know what shape it will take at first. The process of writing, for me, is a discovery and a refining of my thoughts. Almost always, my papers take a different shape and direction than I originally planned. Also, I tend to be constantly revising when I’m in the process of writing my paper—which is why it takes me quite a while. I’ll continually go back and read my paragraphs to ensure I’m making sense and on the right track. Therefore, I think I merge both the writing and rewriting process.

The writing process is different for everyone. Some people have to start in the middle of the paper just to get a start. Some people just have to experiment to see what works best for them. For me, the process of writing—or the journey—is the most important part. Accordingly, teaching writing as a process and not a product is very valuable. Students should be free to explore what writing process works best for them. Letting students revise their papers is important. Having them turn in rough drafts and then giving them feedback without a grade can help them see where they need to improve and teach them to think about writing as a journey. I know sometimes I just want to finish a paper and never think about it again. Students, too, sometimes have this mindset. Having students write multiple drafts and urging them to revise will help them reflect on their own writing and hopefully see the improvement and evolution of the draft. Seeing a tangible improvement in their own writing will hopefully give them the desire to view writing as a process and not a means to an end.

Voice September 13, 2009

Voice is a tricky thing. Personally, I think it is near impossible to teach; it is more of an innate ability.  I see voice more in terms of creative writing than academic writing. Voice often comes out when you are freely writing about something personal or of importance to you. I’m not saying there is no place for voice in academic writing, but it is often hard to achieve or is overlooked. For academic writing, there is often a rigid set of guidelines and a particular audience to focus on, and using an authentic and personal voice may not be appropriate. Therefore, you have to use a particular, appropriate voice to effectively address the audience and the situation.

It takes experience to write in academic situations and still have a powerful voice. Beginning writers may feel intimidated when writing in academic situations, so their own voice is stifled by how they think they should be writing and what words they think are appropriate. This point is exemplified by Elbow’s claim: “The more criticism people get on their writing, the more they tend to use fake voices.” This insincerity or acting is often easy to see because the writing seems unnatural or forced. Gaining more experience, however, enables writers to know how to hone a particular voice depending on the situation.

As teachers, freewriting exercises are the best way to let students write without having to focus on an audience or adhere to certain guidelines. I don’t think they should turn these in, though. If they have to turn them in, they will be focusing on writing for the teacher (an audience) and thus not let their own feelings or real voice show through. I really don’t think you can teach voice; students have to be willing to figure it out on their own through experimenting.

The thing that I’m wrestling with is the idea of using a certain voice to serve the audience and the situation. Elbow seems to think people can write just for themselves. Personally, I believe we are always writing for an audience. Even when I write in a journal or diary—which is supposed to be a personal endeavor not meant for anything to see—I’m thinking about the possibility that someone else could read it, and it influences (maybe subconsciously) what I write. For me, it is important to have an audience in mind. Using voice effectively and powerfully means being able to reach and influence a certain audience.

Why do we teach first year writing? What should we be teaching? September 8, 2009

Many students think of first year writing as the necessary evil. They just try and get through it so they can get on to their “real coursework.” Therefore, I think our goal as teachers should be to show students how good writing can take them places and that no matter what discipline they are in, they can’t really escape writing. We should be teaching the basic elements of writing—summary, paraphrase, quotations, grammar, critical thinking—in hopes that students will be able to apply these tactics in the future. I remember being told in 1301 orientation that we, as teachers of first year writing, are really important on campus because other departments look to us—the English department—to teach students basic writing skills so that they can apply them in their future coursework.

Additionally, we need to instill in students the ability to think independently.  It is important for everyone to believe they have something interesting, smart, and productive to say. Students should be pushed to think critically about what they read, watch, and hear. Then, they should be able to apply that knowledge and communicate it in their writing.

Basically, I think it’s important to have specific assignments for students to learn essential functions of writing. However, I also think we should give students some freedom to explore their own experiences and ideas through writing. This exploration can occur in in-class activities, but it could be a formal assignment as well. One paper usually taught in first year composition is the memoir. I think this is a good place to start because it lets students reflect on a certain even in their life; it is a lesson in thoughtful reflection. Most importantly, I think it enables students to let their own voice show though.

3 Important Composition Concepts September 1, 2009

Since I’ve never taught composition before, this prompt made me realize I’ve never thought much about composition from a teaching standpoint. Although my three concepts will probably shift after I get more experience in the classroom, here’s what I regard—as of now—as three important concepts in college composition.

One thing I think is important is building a community of scholars and critical thinkers. In other words, I want to engage my students in discussion, and through class participation and activities, I want there to be a give and take of knowledge instead of me standing in front of the room and disseminating information. I want to strive to “share authority” in my classroom by trying to make classroom discussions and activities applicable to the students’ lives so that they will have something to say and actually want to participate.

Another important concept is active reading, which also promotes critical thinking. It is important to make students understand that to really comprehend a text, they must pay attention, think about what they’re reading, and question the author’s ascertains. (This is also a good time to introduce rhetorical concepts such as ethos, pathos, and logos.) I think it would be helpful to demonstrate how to read actively and show students a sample of a passage that’s annotated and highlighted. I would assume most students are used to reading passively—or not reading at all, and it’s important to help them understand that to write a successful summary, analysis, argument, etc., they have to fully understand the text. Additionally, being prepared for class fits in here. As a teacher, I need to make sure I do all of the assigned reading and spend time thinking about it so I can set a good example for my students and ask meaningful, thought-provoking questions. On the other hand, it is important to make students realize that they must read and be prepared for class every week. It is essential to set the bar high and encourage and promote active participation and critical thinking.

Last, I want to help my students become familiar and feel comfortable with the writing process and, more importantly, understand that writing is an integral part of our culture and thus it applies to them, no matter their major. The assignments in 1301 do a good job of building the foundations of writing that are essential to success in college and beyond. To further reinforce key writing elements, having students journal everyday and get in groups and practice paraphrasing, summarizing, or revising will help students actively participate in their own learning and hopefully feel more comfortable with the writing process. Because of the prevalence of texting, e-mail, facebook, twitter, etc., students write and engage in communication everyday and probably don’t even realize it. Although this is different than academic writing, I can incorporate these media into the classroom to reinforce topics like audience awareness, summary, purposeful writing, etc. Essentially, I think it’s important to ensure students are not intimidated by the writing process and help them realize they are all capable of becoming effective writers.

I think composition teachers have their work cut out for them. However, helping students learn such an invaluable skill has to be a rewarding experience.