What I Learned in 5060

This class was very interesting and I thoroughly enjoyed the classroom discussions.  I can honestly say that my views on education and the priorities in a classroom have shifted greatly.  My original teaching philosophy focused on three things: students writing about things they understand, students understanding the relevance of classroom material, and students writing about what they care about.  As I looked closer at these elements, I realized that a class should not exclusively focus on what students already understand, even if it is easier for them to write (technically speaking). A teacher’s job is to work towards students understanding the course material well enough that they can write cohesively about it. Looking back, this seems to be very obvious.  At the time, however, I was concerned with the student’s basic writing skills that I saw while grading.  Now I see that our main job is to teach them to think, and if they think will they will write well. Also, I adjusted my understanding of reverence. Relevance does not only refer to the subject about which they are writing, it also includes understanding the relevance of composition in their lives.  Of course when they write they will write about things that are relevant to them or their careers, but they need to be show how the act of writing and choices made while communicating are instrumental in interacting with the world around them. The last focus of my original philosophy was students write best when they write about things they care about.  This is basically restating what the first two went over.  The more important key in teaching is making the students care about what you are teaching.  I feel like my revised philosophy sums up what I learned in this class:

Good teachers are reflective teachers: those whose teaching strategies evolve and adapt to the needs of their students. When it comes to teaching composition there are two basic things that I believe:

1.      1.  Courses need to be designed to include assignments and assessments that support a myriad of learning strategies.

2.      2.  Students want to explore topics that are relevant to their lives and experiences

Composition is more than simply learning to write. It is about understanding how choices affect how their message is communicated.  While clear and professional writing is a desired of goal of composition classes, students should be given the opportunity to do more than write. Essays are extremely complex and require comprehension of a number of elements: grammar, spelling, organization, and all the requirements of a given genre. While mastery of these concepts is desired, there should be alternative ways for students to express their knowledge about how rhetoric can be used to manipulate a message. Students learn in different ways and it is unfair to assign projects that appeal to one kind of learner. Modern students are constantly exposed to all forms of composition and communication, and composition teachers need to create a course that facilitates discussions of the burgeoning forms of communication. Students should be given options as to how to represent their comprehension of the course material. By allowing them to explore modalities such as in-class presentations, podcasts, or visual projects, students get to choose what strategy best expresses their understanding and gives them agency over their education.  Giving students control and respecting their needs allows them fully explore composition and how it is relevant to their lives.

When a topic is interesting or relevant, students will engage with the subject.  The most important aspect of teaching adults is demonstrating to them why the subject is relevant to them and how it will help them achieve their goals. A student’s time and energy deserves respect, as college students they are beginning to demand more out of their educational experience and need to know that what they are doing will help them.  It is my goal to make sure that each student feels respected and that their time is valued. Approaching composition as a way of improving communication skills is applicable to every career path. Making connections that allow students to understand the course material will directly affect their lives will encourage them to engage with the material. Conveying relevance is a struggle for composition because it is a required class and often it is a subject that students resist due to lack of confidence or poor past experiences. As a composition teacher, I combat this by including the students in the conversation of how composition is relevant to their lives. I cannot fully comprehend how a lesson or subject will be relevant to every student in the class; therefore, it is a useful exercise to ask the students how they think the material is relevant to them. This will give them responsibility and control over what they get out of the class, and engage them in the course material in a significant way.

Composition requires students to learn to articulate their thoughts and interpret those of others. As a teacher, I provide new information and lead discussions that foster a respectful environment that considers a multitude of perspectives and opinions.  Just as the assignments will allow students to express their thoughts in a way that best appeals to their personal learning strategy, students will be taught to appreciate those differences and the value in presenting information using different modes. Students will engage in conversations that allow them to offer different opinions on the relativity of the subjects, creating a discussion that combines multiple experiences and perspectives. Students want to express themselves, and it is the teacher’s job to allow them to do so.  They will want to communicate clearly and thoroughly if they are allowed to express themselves in a way that makes sense to them. If teachers can help students realize that the skills they are learning in first year composition will help them express their views and communicate in their future careers and life goals, they will be eager to learn.    

Free Write: Yop!

I was asked recently to publically exclaim my political views. I will admit that I took the easy way out saying something very general and obvious.  When I got chance to reflect on this later, I was fairly disappointed with myself and I did some work trying to figure out why I shied away from this opportunity.  Firstly, it is the Holiday season, which always primes me to bit my tongue. Also, I will avoid making another person feel uncomfortable at all costs. I have not figured out yet if this is because I am too nice (a thought I am suspicious of) or if I am too scared. Either way, I have chosen to try to make a career with my voice, and it seems that the time for neutrality has ended. As was pointed out to me recently, everything is political—even remaining silent.  If I must be political, I would prefer to be articulate and honest.  This, for me, will have to start small, and I will have to spend some time really considering what I believe and what I find to be reasonable.  At this time, I have very little to say (another thing I realized when I was asked to voice my opinion) because I have remained intentionally ignorant to avoid conflict—it was easier to say, “I don’t know enough about it.” So this is the official beginning to me trying to become someone with something to say.  

Response to Brooke's "Underlife and Writing Instruction"

Brooke’s article “Underlife and Writing Instruction” brings up some really interesting ideas about classroom management and forming relationships in the classroom.  First, he describes the student’s underlife and anything that takes the students out of the classroom, distracts them from participating, or even causes misbehavior. Then he explains that in general, writing teachers attempt to use aspects of underlife to help the students see themselves as writers.  Brooke gives many interesting ideas, but it all comes down to respect.  In undergraduate education classes, I was told that everyone has a story, and it is the teacher’s job to learn it.  I do not recommend that composition classes turn into come-to-Jesus meetings, but there has to be room for the student’s personal identity and expression.   More so than any other subject, writing not only reveals a student’s underlife, it relies on it.  It was clear from the first assignment that I graded for 1301 that students were desperate to set themselves apart and share their story.  That urge has been systematically beaten out of them every time we tell them there is no room for their opinion in this genre.  Writing is not only a tool for communication, it is a vehicle for self-expression.  There are so many different ways to communicate now, and if we continue to remove self-expression from writing there will be very few left who willingly do it. I cannot think of many students who would choose to write an essay if there was any other option. 

It seems that the best solution is to include underlife in classroom management in order for the students to remain engaged and bring a certain level of respect into the relationship.  College students are old enough to understand mutual respect—I believe that having an open discussion about aspects of underlife that can distract from classroom participations can be helpful.  Ask them why they are on their phones, when do they stop listening and start doodling? Do they distract themselves because they are uninterested, tired, or for some other reason? I think that including them in the conversation about how a class operates and what can be done to keep the course work interesting can be a very valuable opportunity to learn more about their identity. I am not saying that it is a teacher’s job to make sure that the students are constantly entertained, but it is important to know in general which teaching strategies appeal to your students and which cause them to tune you out.  Students will bring their underlife to class no matter how often you tell them to “leave it at the door.” It is about teaching them to balance their classroom identity and underlife identify and showing respect for both.    

Course Objective that Connects to an Objective of Future Job: Make Stylistic Choices Appropriate for a Given Rhetorical Situation.

One of the more earth shattering things I learned about composition this semester was the idea of the mode being the message.  My schooling has had a staunch devotion to the almighty essay.  While now I am thrilled to be able to write a decent essay, they were for many years the bane of my existence.  I was never a strong writer, and I am still a wretched speller.  Essays were extremely difficult for me.  For most of my school career I assumed that because I could not write an essay, then I must not understand the information.  Now I realize that essays did not jive with my personal learning strategy.  One of my missions as an educator is to provide learning opportunities that appeal to a wide variety of learners. Of course, I will continue to teach the basics that men in suits expect from their employees, but fortunately that idea is quickly broadening due to an explosion of multi-modal communication.

I admit, I may have overdone the notion of self-expression in my syllabus, but that is because I was so taken with the idea of allowing students to make choices about how they present information and reflecting on the success of that choice.  This is a really exciting time to study communication because it has never been so varied.  With the proliferation of technology, classes will have to include different ways for students to present information, and, by extension, will appeal to a larger range of learners.  Students will not only have to make choices about what they present, but how they present it; what is the right choice for the right audience and topic.  This notion pairs so well with composition is like the entire field has been waiting for this shift.  It is clear to me from grading that there are students who still struggle with the idea of making choices in writing.  It a fair thing to struggle with; it is abstract and they have had very little experience intentionally practicing it.  However, the idea of choices will be easier to demonstrate if you ask them whether or not this information should be presented in a video or podcast.  Without realizing it, they will be discussing rhetoric, and it will be easier for them to recognize similar choices in pieces of writing. 

When composition shifts to focus as much on the medium as much as the content, there will be a number of struggles. Adding new complications will be difficult for some, others may not appreciate the differences in the mediums, and a hundred more issues that no one can prepare for.  However, this is a massive shift in composition, and when the topic expands to more than just writing, it can appeal to and interest a number of different learners.  After all, learning is about making choices, considering the results, and adjusting your actions.  As with every lesson, the process becomes more complicated. However, the advances we talk towards expansion and inclusion can only lead to an overwhelming number of good things.  

Which assignment from my syllabus will students struggle with?

Due to where it falls in the schedule and the kind of paper it is, I believe that the assignment students would struggle the most with in my syllabus is the iSearch paper.  First of all, I chose to have the big research paper due after only 4 weeks in the semester.  I did this because it is a form that they understand: the essay. The other assignments in my syllabus are not essay based, so by having them write an essay first, they can use it to examine the other assignments and have something recent to compare them to. Also, it calls for them to evaluate different resources, consider their credibility, and make choices about which sources to trust and include.  But the main reason I decided to put the research paper first is because I do not think they will do well.  I want them to make mistakes so we can identify their weakness early and work on them while there is still time in the semester.  Part of my syllabus includes a portfolio with revisions and a reflection on the revision process; the hope is that the students will realize their weaknesses, learn about them and how to correct them throughout the class, and have a chance to revise thoughtfully.

 I realize that students will struggle with a number of things regarding this assignment.  They will most likely have a difficult time accumulating credible resources this early. Differentiating between the information that they are bombarded with every day will be very difficult—some advanced students struggle with this idea.  Therefore, I believe it is important to begin that conversation as early as possible. The second aspect they will struggle with is keeping this paper focused on what they know rather than on what they think.  Because this paper is called an iSearch and relies on the writer’s reflection over the research process, it may be difficult for students to separate the information they find and their own opinions—it is important to convey that this is a paper about discussing what they want to learn and how they will learn it, rather than a platform on which to preach. Finally, having something this early in the semester that relies on clear writing will be problematic for students.  The hope is that in high school they learned how to articulate their thoughts, but that is not always the case.  This may be the first time that they realize something they wrote down only makes sense to them.  I think this is an important thing to realize early so they adjust throughout the semester. 

One teachable moment that comes with this assignment is the gentle realization that to struggle and to fail is not the end, it is a chance to examine and explore mistakes in order to fix them.  This assignment will hopefully show them the difference between papers based on opinion and papers supported by credible resources.  I also hope to show them that revisions are as important as the paper itself.   

5 Key Terms

These are a could words I am not sure I understand the meaning of in the context of this class:
1.  Feminism

2.  Errors and expectations

3.  Knowledge

4. Making of Knowledge

5. Discipline

Composition assignment that includes technology

Generally, I really like thinking of lesson plans.  However, I had a very difficult time thinking of something for this week’s blog. Most of my ideas are class activities or group work.  I was having a hard time thinking of a good assignment that included technology. I am very open to suggestions on how to improve this idea!  I got the idea from an undergraduate education class I took.  In that class we talked a lot about different learning strategies; this is an important concept that everyone recognizes as necessary for early childhood education, but for some reason, starting in high school, we all decide that students suddenly learn best through lecture and note taking.  With a class like composition that is a requirement, and a very large and abstract topic, I think approaching it from many different angles and many different modes is not only important, it is necessary. 

Towards the end of the semester, I would like to have to students make a video.  The subject of the video would be their thoughts on composition and the composition course: what did they learn, how did their thoughts about composition change, what did they like about the course, what did they not, etc.  The video would need to be 6-10 minutes—I realize this is not long for a video, but I want them to focus on concision and making choices about what to include.  I would like them to post this video to a website, like YouTube, this will help them think about a real audience outside of the class and besides the teacher.

I firmly believe that the students need to have choices within assignments, so they could bring me alternative topics they wanted to do a video about as well as the points they will cover.  There are many different ways that they could make a video, they could do a voice over with relevant pictures and notes, they could do a more casual video discussion, there is even potential for them to be creative with their video.  There is lots video software out there that can appeal to different learners.  I hate the sound of my recorded voice, so when I did a similar project in my education class I used a website called animoto.  It allowed me to put pictures and text in a video and have a song playing in the background.  After doing this project I use animoto several different times for different projects.  We want to expose students to different ways of thinking about composition, but if we can do that and help them find materials they can use to be successful in other classes, all the better!

Reflection Over Class Discussion

I was really struck by a number of things we talked about in class last Friday, particularly Yancey’s article “Made Not Only in Words: Composition in a New Key.” Although I could clearly see the shift from physical to digital reading material, the notion that it is equivalent to the invention of the printing press was astounding to me.  When people gained access to books written in their own language, the entire world changed. Now we are in the midst of a similar change, but, given out understanding of history, we could be prepared for effects and take advantage of this opportunity. I was really fantasied by the need for teacher to use what is natural to the students.  This, I think, is one of the most important ideas in education.  Teachers are often so wedded to the things they learned, and they way they were taught that they have a hard time adapting.  It’s almost like hazing: every year the insanity escalates because the previous generation recalls all the nonsense they had to do deal with, and they will not let the new generation off easy.  I know that many people are aghast that spelling tests are multiple choice, but I think that is a reasonable adjustment with the times. Spelling is an important skill, and if students cannot spell simple words without help, then they will struggle, but they will almost never be in a position to handwrite important documents that require complete precision.  And if they do, they can look up how to spell a word.  Traditional spelling tests are just one example of clinging to outdated learning tools that waste time.  Teachers, like any other profession, need to work with the most effective tools at their disposal. If  learners are changing, so must the teachers.

I think it is exciting that there is less of a need for memorization in schools.  This opens up the time for critical thinking skills.  The students are dealing with an endless network of information, and part of composition needs to become teaching them how to deal with all that information.  Good readers are good writers, so, as writing teachers, we need to help our students improve their skills as readers.  Part of composition is going to shift to become more like research methods: how to recognize credible sources and how to identify weak sources.  We already focus on rhetorical choices, now those choices are going to be broadened to include the variety of ways we communicate and the variety of ways students will receive information. I think this explosion of technology is really fascinating and presents the potential  to have a well informed general public, but it is up to teachers to help students sift through all that is available to them, and to think critically about it.

Nadhi's Teaching Composition Philosophy!

http://www.faculty.english.ttu.edu/rice/5060/nidhi-extended.docx

There were several points in Nidhi’s paper that I loved! Her teaching philosophy shows serious thought, reflection, and a desire to provide her students with a fruitful learning environment.  I’ve read in her blog before that reading is for the mind what exercise is for the body; again, I must point out how heartily I agree with that! There is a lot of really dry material that students are forced to interact with. starting in high school students are told very sternly what to read, and very often the reading is uninteresting to them—personally, I know that I did not completely read a single book that was assigned to me.  This does not foster a healthy relationship with reading, and often students experience no Free Voluntary Reading.  I think this is a very important thing that Nidhi has pointed out—we need to find ways to encourage students to increase their FVR time, so their minds get as much of a workout as their bodies.

I thought it was very interesting that Nidhi pointed out that a good teacher does not tell students what to do—they tell students what not to do.  When I was taking education class, for early childhood so there are some fundamental differences, my professors told me to always speak in positives: do not  say to the children, “Don’t run,” because there is that one petulant student that will begin to skip. Instead, you should say, “walk.” I know they taught us this as a safety measure (you always want to be clear with children so know exactly what to do).  However, I always felt like congratulating the petulant child that found a creative solution and a way to express themselves.  By telling a child “don’t run,” you are giving them the choice to move any other way.  This idea is applicable to teaching adults.  You can tell them a few things they cannot do, and open up a wider range of things they can do. Nidhi made a very astute observation here, that changed one of the ways I approach teaching.

Nidhi’s ideas about teaching writing in a university were really interesting.  First she thought that writing should not be graded.  I agree and disagree at the same time.  I believe that grading is a bit arbitrary, it can wreck a student’s confidence, and should not be a student’s motivation for writing.  However, I think that they do deserve a comprehensive analysis of their progress.  I do not think grades are important, but they are how students have always evaluate themselves, and suddenly stopping that may be a difficult transition for them. If we were to do away with grading, there needs to be a replacement system that shows students where they thrive and where they need to practice.  I do not have alternative solution to grading, and it is my dearest hope that one day students will be intrinsically motivated.  Nidhi also mentioned that we should stop teaching  writing.  I am inclined to agree with this.  Writing is an important skill, but it comes along with becoming a clear thinker.  If we teach students to think about problems and carefully research topics, then their writing skills will improve.  One thing I loved about my undergraduate college was that writing was a part of every class. I achieved my writing requirement in a political science course.  Every teacher was a good writer, and expected good writing from their students—it was like four years of composition classes.  I think if writing was more integrated in the subjects the student were interested it, they would gain a deeper respect for writing as well as a understanding of its importance.  Nadhi’s teaching philosophy is bold and interesting.  If you haven’t yet, I highly recommend reading it! Thank you Nadhi!  

Andragogy: Teaching Adults

I was pre-school teacher for about two years, I eventually figured out some of the better ways to teach children.  Young children are most engaged when they are learning through tangible materials: play-dough, scissors, glue, rocks, sticks, etc.  Their learning is grounded in the things that are around them; they experience learning for the outside in.  After years of the world making impressions on them, students begin to see how they affect the world.  They see that choices have consequences, and actions have reactions.  Later they begin to think about why these consequences and reactions exist and how they function—rebellious teenagers.   Most of the students we will encounter as freshmen composition instructors are coming down off of their teenage angst and moving thinking in more worldly terms: why is composition (or any subject really) important and how does it affect them and those around them?

Teaching adults is very specialized.  They can no longer be held captive by glitter or bubbles (some favorites in my old classroom).  Students are no longer satisfied with aimlessly wondering the halls of their high school fulfilling arbitrary requirements.   They are adults, with a need to make a better life through education.  They are in college because they have chosen to be, and they have high expectations for us. They are counting on us to be a cog in their path to a successful life—a pretty daunting task.  I know that when I was in college, my biggest complaint for classes I did not like was I felt like I was wasting my time.  When I found myself thinking that the class content could be covered in an email, or the professor habitually ranted off topic, I got angry (very much in contrast to high school when I was thrilled the class was easy or the teacher wasted time talking about nothing).  All students need to feel respected; adult learners need to feel that their time is of value, that what they are doing in that moment matters or will matter eventually. 

Now that students are thinking about the bigger questions, they need to know that what they are learning will help them answer those questions.  Although they know (for the most part) where they will be for the next several years, they are actively think about the next step: how to get there, what do they need, etc. They are working towards finding their place in the world, and there is not a moment to waste.  It is clear that being able to properly compose a text will help them achieve that every illusive and foggy success; more than that, it will help them articulate both the questions and answers they will encounter along the way.   

My Philosophy of Composition/Education

My philosophy is very fluid at the moment, and I am sure that it will change dramatically in a short span of time.  For this post I am going to focus on the ideals that I have seen to be true, what I have learned through class discussion, and what I predict will be true when I apply my teaching philosophy. When it comes to teaching composition there are three basic things that I believe:

1.      People write the best when they thoroughly understand the topic

2.      People want to explore topics that are relevant to their lives and experiences

3.      When people are asked to express what they care about, they will take time and do it properly. 

It has become apparent to me, while grading, that students write best about topics they understand. Therefore, if the main focus is teaching them to write clearly, it seems reasonable to start with writing about things they know: themselves, their interests, and their experiences.  In high school they are asked to study literature, and most of them do not read the books they are analyzing. They are asked to recount the events of history, and other complex topics.  While it is important for them to analyze literature and learn history, the topics can overshadow the writing.  Their own style and ability to construct a sentence will come easier if they do not also have to grapple with a topic they know little about.  After their writing skills are mature, then they can start working with more complicated subjects and the different types of writing.  If they fully understand their own writing process, it will be easier for them to identify the choices another writer makes.  Furthermore, this will demonstrate to them the importance of understanding the topics they are asked to write about.  I think that much of the weak writing we see stems from the students failing to comprehend the subject matter.  When they are asked to work with more difficult texts, they must realize that they can only write about them well if they understand them thoroughly.

Next, there can be no denying that when a topic is interesting or relevant, the learners will engage with the subject.  We had an interesting discussion in class about how achievable relevant topics are on a daily basis.  From this discussion I concluded that every lesson is in fact relevant, but maybe not in the way we would hope.  If we know that a day’s topic is particularly dry, I think it is important to discuss that with the students; they are adults now, and with that comes responsibility and having do things they do not want to do.  Whether every class is enthralling or not, the students are responsible for learning the information if they want to succeed.  Being able to work through the uninteresting aspects of a class or job and still be engaged enough to succeed is an important skill.  Obviously, it would be better if every class was intriguing, but there will be slow days and the students need to learn how to work with those days.  Also, we cannot fully comprehend how our lessons will be relevant to every single person every day. I think a useful exercise would be to start asking the students how the material is relevant to them. This will give them responsibility and control over what they get out of the class, and will get them involved on the days when the lesson is dry or the class seems disinterested.

Finally, students will engage in what they are passionate about.  If they are given topics that they care about they will take the time and do them properly.  As a teacher, I can provide new information and lead discussion, but I cannot direct what they care about.  Students want to express themselves, and it is the teacher’s job to show them how.  They will want to write clearly and thoroughly if they are writing about something they are passionate about.  If we can help them realize that the skills we are teaching them in 1301 will help them express their views in the real world, they will want to learn.    

Week Three: Possible Teaching Assignments Based on My Teaching Philosophy

A significant part of my teaching philosophy involves the big R: how is what I am teaching relevant? We discussed how adult learners need to feel like what they are being taught has value. The first assignment I graded consisted of two parts: the student wrote about their writing experiences and then they analyzed a short letter. The first half of the assignment was usually clear and focused, while the second half was usually a bit more convoluted. This observation leads me to my second guiding star: students write the best if they are writing about something they understand. If composition is mostly focuses on how writers construct their text, I want give my students lots of control over what they are writing about. The hope is that since they have already mastered the subject matter so we can just focus on the writing.
I am hoping to use these assignments when I teach composition next year, so they are designed to supplement their learning within the established curriculum, and not add too much to their work load.
The first assignment that I would like to do with my students was inspired by our class discussion; Dr. Rice mentioned how most of the incoming freshmen have not read a book from start to finish in years. I will ask my students to pick a book, any book appropriate for their reading level, and read it throughout the semester (I will provide a book list if they need ideas). Three times during the semester, they will turn in a short response to the book, and tell me what they think. At the end of the semester they will turn in a book review. This would give them a chance to read a book and react to it.
Next, every other week each student will bring in a one page essay about anything they want. It can be a how-to paper, persuasion, a story about their weekend, etc. The idea is, again, to let them write about something they know really well so the writing is the focus. They will split into pairs or small groups, and share what they wrote. This is a chance for some collaboration and peer revisions.
Another assignment that I would like to try is having the students write a letter, and send it. Again, they can choose the receiver and subject matter. They can email a friend or family member, write a complaint or complement to business, etc. The hope is for them to notice the choices they make when writing for different audience and different purposes. I would like for them to start recognizing the impact that they words make on their audience.
Finally, I hope to demonstrate in class the different effects different writings can have. During one lesson I would like to show them three different text of similar subject matter, but utilize the three different rhetorical appeals. This idea is touched upon by the three articles they will read for the regular course work. However, I would like to make the examples more applicable to their everyday lives. In my fist blog post I gave the example of three different reviews for products. This lesson would be similar to that. This would be a simple way for the students to start talking about choices and how different choices yield different results.

I have not yet taught composition, and I am excited to get the chance. I would like to make my assignments have an element of choice, so the students can express themselves, and be grounded in relevance so they see how writing effects them in the real world.

What makes teaching composition so difficult? How will I address these issues?

Why is teaching composition so difficult? Well first of all, we are basically teaching people how to use the language that they think they’ve known for years (in general, here, in Texas). We have to teach them the difference between writing and translating speech into text. Many of the papers I graded this week were written in a stream of conscience. It also seemed that the students thought writing was as permanent as speaking. They did not seem to realize that they were not stuck with the first idea they wrote. However, other students were the exact opposite: they viewed writing as something so far removed from speech that it seems acceptable to write a sentence that in no way could be considered coherent speech. This is not a criticism of the students, it is simply pointing out an obstacle we face as teachers. Students are divided into two groups: those who are flippant with writing, and those who are intimidated by it.

I hope to address this in a couple of ways. First, by actually addressing it. Talking about the differences and asking the students to decide which kind of writer they are (or if they can think of another category – I’m sure my brush here is too broad). Also, I intend to give lots of examples of both, so the students can see the kinds of issues we are discussing. Finally, I will provide materials that are personally interesting and relevant to the students. I think the letters they were asked to analyze this week were difficult, because they did not have a clear-cut purpose and most of the students were confused about the audience. I want the students to focus on writing, so the materials I give them will be interesting, relevant, and clear.

Another challenge that composition teachers face – one which I did not realize until class on Friday – is getting students to understand who is their audience. All of their previous school experience has taught them that the teacher is the audience, and their purpose is to receive a good grade. This is a puny way to look at the world and at writing. When it comes to reading papers, a teacher is a persnickety, and often grouchy, spell check. The teacher’s goal is to make the writing better. This is not the role of the audience. The audience is the group of people they would like to impact while writing. This is an abstract concept for anyone, especially for an undergraduate student that has been trained in school their whole life. I would like to instill the concept that they are not writing to appease the teacher, they are writing to make an impression.

I hope to instill this concept by, again, having very open conversations about it in class. Ask them about who they think their audience is and why. I would like to give little assignments where they are asked to produce something with a specific audience in mind, then change the audience. Giving them real, tangible examples and experiences will hopefully help solidify this abstraction.

Composition has many aspects that makes it difficult to teach; some that I can imagine, and many that I will not fully comprehend until I am in the classroom teaching. However, these obstacles can be made smaller when the students are engaged in learning. A teacher must make lessons interesting, insightful, and always relevant. These students are looking to succeed in the future: it is vital that we impress upon them how instrumental writing skills are in success. Because this class is already laid out for us, with a formula to follow, it could be easy to slide into the prescribed lessons. I intend to be intentional, and I intend to make the most out of this class for my students.

What is rhetoric? What’s its history? How would I like to use the course content?

Rhetoric is basically how you go about getting what you want. Whether you are convincing a reader that your position is best, trying to talk yourself out of a ticket, or hinting at what you want for Christmas—you are utilizing rhetoric.  A skilled rhetorician can change how they approach a topic to get the result they desire, making rhetoric an extremely useful tool for those who know how to use it.

Rhetoric has a long history that dates back the classical philosophers that everyone has heard of, even if they cannot tell you why—Aristotle, Socrates, and company.  For many years rhetoric was primarily studied and manipulated by politicians and the clergy.  It wasn’t until the mid-1700s that a few Scots men decided that rhetoric was an important concept for any educated citizen.  One of these men was priest named Hugh Blair.  He lectured in English and turned these lectures into a rhetoric text book that used in many major universities. Since then the study of English and the English language became more prevalent, and eventually became what we would now recognize as an English class.   

The theory behind written rhetoric comes down to choice—every word, sentence, and punctuation mark is a choice.  These choices can lend themselves to your cause.  By carefully selecting your words, structure, evidence, etc. you can extract the response you want from your audience. 

Think about internet reviews: there are a variety of colorful comments on the information super highway, many trying to convince you to buy something.  There are many different kinds of comments.  There are the concise and authoritative comments: “this product worked for me. You should buy it.” The personal reviews: “I bought this for my daughters 8^th birthday and she was so excited, she showed it to all of her friends.” Also, the analytical approach—“I wanted this product for a long time, and I did a lot of research because it is such a large purchase.  I ordered it from this website, and received it promptly.  It does exactly what, and I have not had any problems.”  These represent three ways rhetoric can be utilized.  Each approach may appeal to different people for different reasons.  Three different people may use three different approaches to work toward the same end.

Whether we realize it or not, we use rhetoric every day. More importantly—everyone else does too.  It behooves you to learn the different strategies that people will use to convince you, either on paper or in everyday interactions.  Recognizing these strategies and choices allows you to be a more thoughtful listener, and therefore a more productive thinker. 

Being a poet, I have very limited knowledge about technical communications.  However, recently I have begun to realize the fascinating history behind technical writing.  I would like to use the knowledge I’ll gain for this course to become a more intentional teacher when it is my turn to tackle 1301.  Also, I have noticed that there is some tension between technical writers, creative writers, and those who study literature.  This is intriguing.  I would love to learn more about these subjects’ relationship, and maybe begin finding some common ground. 

Faux Prose Foe

Rhetoric,

You sneaky bitch,

You’ve done it once again!

I was taken in by your

Glitz, and glam, and grin.

Rhetoric,

You terrible troll,

How could you mislead me thus?

I thought we had something special,

You seemed worthy of trust.

Now I hear you using devices

Behind my back!

Well prepare yourself

For a counter attack.

I am armed rather well.

Trick me twice, dear Rhetoric,

I’ll see you in Hell!