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LAE6392 > Practicum Discussion 08 > Fulkerson response
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Practicum Discussion 08
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Started: 11/1/2008 8:47 PM | |
|  | Fulkerson response The Fulkerson article seems to debate the worth of the Critical/Cultural Studies (CCS) approach to teaching composition. The CCS approach uses cultural studies as a focus of reading material for composition classes. Critics of this method or approach argue that this takes the focus off of the writing process and redirects focus on issues within society and injustices. This opens the door for teachers to introduce their own agendas and evaluate according to "how sophisticated or insightful the teacher finds the interpretation of the relevant artifacts to be" (Fulkerson 662). The CCS courses use "any text or other artifact thought to reveal cultural principles." I think that students need texts that will urge them to challenge their thoughts and accepted beliefs about society.
Our composition courses seem to reflect many aspects of the CCS courses. Students in both are expected to critically analyze texts. The concern in the Fulkerson article is that it may not be clear "whether the feedback is mainly about writing or mainly about culture and how to "read" it. I think that students need feedback not only on their writing, but on their ability to critically analyze and develop their ideas. | |
Posted: 11/3/2008 12:52 PM | |
| | I agree with you, Kristen.
After reading through the article and through the other posts, I find that we're stuck in a particularly difficult place in trying to decide what "belongs" in a composition classroom. Although a CCS approach asks students to refine more than simply their writing skills by pushing them to consider issues of cultural significance, I don't necessarily think that the added focus will hamper their ability to improve their writing. While students work on writing they have to compose arguments about something. If not to our social/cultural/political environment, where should we look for topics for student writing? If we as a program are fighting for a place among the gen ed requirements of the undergraduate curriculum, it seems reasonable to approach the composition classroom as a place for cultivating both writing and the critical thinking that can be developed through a CCS approach to the classroom.
In response to concerns about the focus of the feedback, I think that a focus on the construction of the arguments themselves somewhat eliminates the confusion between the message and the writing. I find my strongest reactions to my students' claims come not from arguments opposing my own views, but from unsupported generalizations or assertions.
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Posted: 11/3/2008 4:19 PM | |
| | I think Megan and I both have somewhat recent experience in attempting to incorporate a more broad cultural exchange. It seems natural to us, as literature majors, to want to include a more broad spectrum of literature and culture in the classroom.
To me it seems that the unversity does attempt to expose students to a more diverse array of texts and information, but it is kind of a token attempt that doesn't really follow through. A more unified approach to addressing changes in literacy could be accomplished by taking the focus off of one or two ALAMEA courses and broadaning this approach across the general education curriculum. | |
Posted: 11/3/2008 5:41 PM | |
| | Berlin might agree but I think Fulkerson would argue that the CCS focus moves away attention from student writing
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