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?
Tuesday, February 26, 2008
Authority and the Illusion of it.
How does a GA create an environment suitable for teaching in addition to keeping student involvement up? This becomes tedious when we, as GA's, have an unspoken responsibility and yet seemingly little authority over our own classroom. Now, please do not get me wrong, I am not on a crusade to level the playing field, mostly because I know it will not happen, but I am going to rant and I do not think I will be alone on this issue (rather vocalized or not).
With recent events in seasonal weather, it has once again been hammered into our consciousness that we, as GA's are less than human, or at least faculty. When ice covers the ground and slows productivity enough to require the closing of a University, several professors decide in favor of personal safety, and the safety of their students, as opposed to a full classroom for the day. This "privilege" does not, it seems, transfer to GA's and I am simply curious as to the reason. "If you live down a dirt road in a holler fifty miles from here and can't get out of your driveway because a tree is blocking it, then find a sub. :-)", I wonder how many other individuals not constrained by their high rank were forced to locate a substitute in the harsh weather, or if not forced, how many actually did?
It seems as though G.A.'s are little more than educated Pinocchios dancing for the amusement and productivity value of the puppeteer, Stromboli. And we all wonder why we do not have the authority to command a classroom and maintain student attendance when we ourselves are dancing on a high wire powerless to enforce any of the policies which we are also forced to include on our syllabus.
With recent events in seasonal weather, it has once again been hammered into our consciousness that we, as GA's are less than human, or at least faculty. When ice covers the ground and slows productivity enough to require the closing of a University, several professors decide in favor of personal safety, and the safety of their students, as opposed to a full classroom for the day. This "privilege" does not, it seems, transfer to GA's and I am simply curious as to the reason. "If you live down a dirt road in a holler fifty miles from here and can't get out of your driveway because a tree is blocking it, then find a sub. :-)", I wonder how many other individuals not constrained by their high rank were forced to locate a substitute in the harsh weather, or if not forced, how many actually did?
It seems as though G.A.'s are little more than educated Pinocchios dancing for the amusement and productivity value of the puppeteer, Stromboli. And we all wonder why we do not have the authority to command a classroom and maintain student attendance when we ourselves are dancing on a high wire powerless to enforce any of the policies which we are also forced to include on our syllabus.
Sunday, February 24, 2008
Comics and the classroom
In my personal life, I watch a lot of stand up comedy. I often incorporate these elements into my classroom. I like to approach the classroom as a humorous environment, in addition to a learning environment. Recently, I have developed two new lessons that I am going to center around a specific comic, Gallagher. Now, for those familiar with this comic I am not going to smash food (yet), but there is a skit he does involving mismatched clothing that I am going to restructure to fit the unity of an essay. This will involve bringing a random amount of clothing and going through a routine that elaborates on how ridiculous it is when people dress like this, then link it to how ridiculous some essay structures are.
The other routine I am going to adapt involves style. This is discusses by Gallagher because we all need style to get through life. I am merely going to revamp the routine to reflect personal style in essays. Thus far, what routines I have included from various comics have greatly increased their attention. I enjoy the responses from the students and also enjoy the interaction. Most of the routines do involve the students and that allows me to have a greater effect (I hope).
The other routine I am going to adapt involves style. This is discusses by Gallagher because we all need style to get through life. I am merely going to revamp the routine to reflect personal style in essays. Thus far, what routines I have included from various comics have greatly increased their attention. I enjoy the responses from the students and also enjoy the interaction. Most of the routines do involve the students and that allows me to have a greater effect (I hope).
Friday, February 15, 2008
Disney Project (pre research paper)
Last semester, I included an extra credit project that revolved around exploring the basis for various Disney films. The students were to chose any film from a preselected list (a list which excluded some of the more obvious ones such as Aladdin, Beauty and the Beast, Little Mermaid, etc) and research possible connections to previous books, movies, plays, etc. This was originally given as an extra credit assignment to be written in the form of a textual analysis (assigned after the T.A.) and was not "due" until the final day of the semester. This semester, after my lecture on looking further into texts and using the Lion King and Little Mermaid as examples, both classes seemed to be more eager to explore these possibilities than last semester. So, I have decided to include this as a project, a small project before or even perhaps during the initial stages of the research paper to give them another view on research.
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