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Started: 10/30/2008 2:47 PM | |
|  | Response to Fulkerson article
I found this article the most interesting of the two, and it made me evaluate my own ideas about which pedagogical approach is "best" when teaching Comp.
The general consensus seems to surround the idea that there IS no "right" or "wrong" way to teach Comp. I have to agree; however, I also have opinions on what works better for my teaching style and (since I haven't taught prior to this semester) the students who I currently teach.
I find the CCS approach interesting because I do try to encourage my students to think "outside the box" regarding certain social constructs about which they have certain preconceived notions. This is actually what we're focusing our group project on, and we hope that it will make its way into the curriculum because we want students to challenge their own beliefs about society.
A democratic classroom seems to work most of the time, but sometimes the students try to take too much liberty in the decision-making and this can lead to mayhem. I made the mistake of letting them make some decisions about our agenda one day and it just didn't work. I ended up frustrated at myself for letting them dictate our schedule that day since my lesson didn't work like I had planned. There has to be a balance, and the teacher has to know when it's appropriate to be "dictator" or not.
I have some problems with the expressivist views. I do think it's necessary for students to understand that ALL narrative is not "banned" in the classroom, and that they should explore their personal beliefs, self-awareness, etc. This seems to work better in the form of journaling, free writes, and sometimes blogging. I don't think I could base the whole course around this form of pedagogy because critical thinking, constructing arguments, etc. are important to molding a "well-rounded" student.
I suppose the rhetorical approach probably works best for me. The students HAVE to understand how to construct an argument, defend it, and create a strong thesis. Otherwise, I feel they will never truly understand the purpose of writing any paper for any other course. They will inevitably have to write a huge research paper or work on a project that presents an argument; they need to be prepared. Certainly it can't hurt for teachers to help students resist social "norms," nor express themselves in personal narrative, but defending their thoughts is probably one of the most important lessons they can learn. After all, if you can't give reasons for why you believe the way you do, what's the point? | |
Posted: 11/3/2008 5:55 PM | |
| | Lindsay,
You raise many good points, and I like how you made the article more tangible by relating it to your personal experiences. I also struggle with what approaches to use and how "best" to teach comp.
I don't want to sound wishy-washy but I agree that there is no "wrong" or "right" way to teach comp. either, but that I suspect that some ways are more right than others. I'm reminded of Orwell's Animal Farm in that "All animals are equal, but some animals are more equal than others." On the one hand, there are so many diverse opinions, all of which have some merit, while on the other hand, I fail to see the inadequacies of more traditional approaches. I feel that I was educated with more traditional writing methods, and I am satisfied with them. Also, I feel that good writing is good writing, and bad writing is bad writing, and bending over backwards to accomodate new approaches will ultimately lead to a collective lowering of standards. (You state it much more effectively in your last paragraph)
It's also important to tailor your classroom methods to your teaching style. I am horrible at playing the "believing game", (Sorry-I'm even annoying myself with the use of quotes)and feel that all teaching must come from the teacher's genuine convictions and comfort level in order to be effective.
I must admit that I'm somewhat troubled by the CCS approach. It's a great introduction to new thinking for the students, most likely information that they've never before considered. It's also fun for the teachers. I, for one, have had a fun time introducing some of the more culturally related writing assignments in class this semester. However, I feel that Cultural Studies is more of a sociological discipline, and a writing course should focus above all on the finished writing product, in different genres and topics. Structuring a class around a certain historical period or event sounds fascinating, as Fulkerson suggests, but ultimately it seems more appropriate for a History Department.
So, ultimately, as with any debate about teaching approaches or opinions, we not only fail to reach a consensus, but we find ourselves more confused than ever, and forced to form our own opinions. | |
Posted: 11/8/2008 8:47 PM | |
| | I definitely agree with your point that the teacher has to know when to take control of the classroom. I have also had a similar experience of discovering the kind of balance needed in order to teach students effectively and not leave them feeling lost (and thus, frustrated, I might add.) I also lean toward the rhetorical approach, because I feel that it is more relevant to expressing thought effectively through the medium of writing.
The expressivist approach seems too accommodating. There has to be standards because, even though we like to theorize that standards should not exist, English teachers as well as those outside of English expect others to have the ability to write Standard English and convey effective arguments through writing when called upon to do so. I feel like expressivism is akin to giving every student a gold star for being special just the way they are, which can be very patronizing, in my opinion.
CCS is also problematic because I've noticed that it very well can turn a comp. course into an indoctrination of certain beliefs. As Grace says in his response, there are certain topics that are more suited for other disciplines. As teachers, we also need to think of our audience. Students will more likely try to agree with whatever the teacher thinks about a subject because social and political beliefs don't seem to fit with learning how to write. In a history or anthropology class, however, there is already an assumed context for the classroom that is much different than a class that claims to be about writing. | |
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