My field is literature. Plain and simple. Most everyone knows that my thing is old stuff, medieval works and before and for the past several months I have been working on combining the two fields of lit and composition. I use literature in my classroom as both models for works and as tools to attempt to enhance critical and analytical skills. I do not only use medieval texts, though my research does focus primarily on the use of Beowulf, Canterbury Tales, and Dante's Inferno. I have not had the opportunity to place this theory into practice, but what literature I have used, the results have been very good.
My main assignments that revolve around literature include a song lyric, "The Wendy Trilogy" in which I introduce feminine criticism to emphasize analysis; a portion of Joyce's Ulysses to emphasize the need for mechanics and structure; and A Modest Proposal to show the use of a well structured argument even in a situation that may be completely disagreeable. For now, those are my three main assignments that focus on a specific literary piece.
Monday, March 31, 2008
Sunday, March 16, 2008
Mulitple Drafting
Well, like many of you all, I just finished my last draft for the "revision" assignment and I have to tell you that was hard. It was hard not because I have trouble analyzing materials, but because after four years of undergraduate work and two years of graduate work I have trouble needing four drafts to conclude a 3-5 page paper. Now, I still did the assignment and completed it to the best of my abilities, but I had to write the paper in its entirety and then cut and paste several drafts together.
One of the things I try to emphasize in my class is the difference between revision and editing. One focuses on content/ structure the other on mechanical/ format issues. I feel that this assignment, for students of our level, forces editing and not revision. I do not know how many others write the way I do, but I have 70% of a paper written in my head after about five weeks of thinking about it before I even write a word down. Now, I realize that our students may not all have that ability and that it may be foolish to assume they might, but if what is needed is multiple drafts focusing on content then why are graduate students being used? Why not use the very students in English 110 on a volunteer basis to produce several drafts of a paper. After all, Composing Ourselves is suppose to be for their benefit, why would the students be held to the examples of graduate level writers?
Now, I do appreciate the purpose of the assignment, do not think otherwise; I am a big advocate of examples in the classroom, but some of us really had trouble with this assignment because we simply do not write like this (anymore or have ever).
In fact, it has opened my eyes quite a bit to how I will deal with the drafting process in future writing classes. I have heard from many students that drafting is simply not how they write and I have a hard time looking at them and saying too bad because I know exactly how they feel.
I would love to hear other ideas on how to do be able to keep up with progress without requiring multiple drafts. If the intention is to catch plagiarism early, then there can be other methods of keeping up with the student's progress without a new draft every so often. Any ideas?
One of the things I try to emphasize in my class is the difference between revision and editing. One focuses on content/ structure the other on mechanical/ format issues. I feel that this assignment, for students of our level, forces editing and not revision. I do not know how many others write the way I do, but I have 70% of a paper written in my head after about five weeks of thinking about it before I even write a word down. Now, I realize that our students may not all have that ability and that it may be foolish to assume they might, but if what is needed is multiple drafts focusing on content then why are graduate students being used? Why not use the very students in English 110 on a volunteer basis to produce several drafts of a paper. After all, Composing Ourselves is suppose to be for their benefit, why would the students be held to the examples of graduate level writers?
Now, I do appreciate the purpose of the assignment, do not think otherwise; I am a big advocate of examples in the classroom, but some of us really had trouble with this assignment because we simply do not write like this (anymore or have ever).
In fact, it has opened my eyes quite a bit to how I will deal with the drafting process in future writing classes. I have heard from many students that drafting is simply not how they write and I have a hard time looking at them and saying too bad because I know exactly how they feel.
I would love to hear other ideas on how to do be able to keep up with progress without requiring multiple drafts. If the intention is to catch plagiarism early, then there can be other methods of keeping up with the student's progress without a new draft every so often. Any ideas?
Sunday, March 9, 2008
Theorist
Two theorists that I tend to model my classroom on are Gottschalk and Sommers. Gottschalk is very much in the social contructivist group and endorses a great deal of personal experience guiding the writing classroom instead of using a prescribed template. Sommers, of course, deals with the concept of revision and writing as a process. I incorporate both of these elements into my classroom very heavily. I allow the students to revise as many times as they wish because this is ultimately how they will learn, in my opinion, to write better. What good does it do to merely mark an error and then move on to the next item of business? The students must be able to identify the problems and then use them in practical application. I know several professors that use this approach and the ones that I have been fortunate enough to study under have aided in my writing skills immensely.
As far as Gottschalk's methodology creeping into my classroom, I tend, as we all do, to use what we know best in the classroom. My personal preference is for lit. and although that is a bad word in conjunction with comp classes, my research has uncovered many comp theorists that not only endorse the use of lit in the classroom, use it themselves, and debate those who oppose it, but they cite actual results in their research as using lit versus not using it (for those who are more prone to it). I have discovered that a majority of those opposed to the use of lit in the classroom are more critical of the way the lit is being used. This is seen in the way the instructors have been trained, New Criticism. it greatly influenced the ways in which lit was used in the writing classroom for a many years, but with the introduction of a new generation of teachers trained in a plethora of methodologies those concerns are becoming less applicable.
And, of course, I use a great deal of humor in my classroom. I have blogged about this aspect of my classroom so I will not go into detail here. But my main influences are Gallagher, Eddie Izzard, and Jeff Dunham (with some George Carlin).
As far as Gottschalk's methodology creeping into my classroom, I tend, as we all do, to use what we know best in the classroom. My personal preference is for lit. and although that is a bad word in conjunction with comp classes, my research has uncovered many comp theorists that not only endorse the use of lit in the classroom, use it themselves, and debate those who oppose it, but they cite actual results in their research as using lit versus not using it (for those who are more prone to it). I have discovered that a majority of those opposed to the use of lit in the classroom are more critical of the way the lit is being used. This is seen in the way the instructors have been trained, New Criticism. it greatly influenced the ways in which lit was used in the writing classroom for a many years, but with the introduction of a new generation of teachers trained in a plethora of methodologies those concerns are becoming less applicable.
And, of course, I use a great deal of humor in my classroom. I have blogged about this aspect of my classroom so I will not go into detail here. But my main influences are Gallagher, Eddie Izzard, and Jeff Dunham (with some George Carlin).
Wednesday, March 5, 2008
Snow Days
AAHHH! Another damn snow day. What are we suppose to do with all the time we are missing. Granted, I had a few days worked into the schedule that really didn't serve any purpose other than filler. Days that could serve as a overflow if debates went over or discussions became intense, but now that is all thrown out the window. I know this is the case for all teachers, I am just not sure how to deal with it. I am just pressing on. No more hand holding. I had a a rough draft due on Thursday and had several students email me asking if the draft was still due. On Tuesday we were to discuss the Works Cited page, but now I have to combine the peer edit day with the WC discussion. I know that it is completely realistic to do this; I just like having time to work and allow the students to ask questions. So what are the rest of you doing. I am sure you all have had your schedules cramped to the point of frustration, especially now. Are you cutting assignments, merging assignments?
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