Teaching Composition

Teaching Composition is something that I have never done, but this class has allowed me to take a sneak peak at what goes on behind the red curtain.

English Composition is designed to make students better writers.  That doesn’t sound too difficult….but in actuality I think this is probably one of the most difficult courses to teach at the college level. There is no clear cut definition of what makes a “good writer.” Therefore, teaching composition is more challenging than teaching a course like Algebra where there is simply a right or wrong answer. 

Composition teachers have students that are at different levels, and they must first recognize where their students are and then assist them in taking their writing skills to the next level. Teaching Composition is a process, just as writing is a process. Shaughnessy said “we cannot teach students to write by looking only at what they have written.  We must also understand how that product came to being.” That is one of my favorite quotes associated with teaching composition! The instruction of English composition is not just about grammar, it’s about clear expression, organization, and reasoning.

In the end, many theories have been examined regarding the best methods for teaching composition, and there is no fire proof method or standard.  English Composition allows teachers to be creative in choosing a method that works best for them and their students…. in an effort for students to leave their classroom as better writers than they were before.  

Instructional Response

One of this week’s readings was “The Complexities of Responding to Student Writing: Or, Looking for Shortcuts via the Road of Excess,” by Richard Haswell.  Within instructional response Haswell suggest four muscular regulative apparatuses (criteria, rules of genre and mode, disciplinary styles, and standard).  This reading made me think….what is the standard in English Composition? What make a student deserving of an A versus a C? Is it the progress the student makes as a writer or the quality of their work?  What determines the quality of the work (is it the style, grammar, organization, or creativity)? In English Composition instructional response, it seems to be an overwhelmingly grey area.  What one teacher judges as a “phenomenal paper,” another teacher may view as “ok”.  There is no specific standard across the board when it comes to writing. I think there desperately needs to be more of a standard. I have taken some writing classes where the teacher has chosen to use rubrics to grade their papers.  I actually find that very helpful. The rubrics define a standard. Each student is judged on the same parameters and the student has no question what is expected of them, and what they will be graded on. Writing is the exploration of free thoughts, however, in order to provide a true instructional response, students have to be held to a standard.

The Writing Community

In The Idea of Community in the Study of Writing, Harris suggests “Our goals as teachers need not to be to initiate our students into the values and practices of some new community, but to offer them the chance to reflect critically on those discourses of home, school, work, the media, and the like-to which they already belong.”

Throughout this semester we have debated about the importance of good grammar. The readings and MOO have shown that some people have strong opinions and evidence to support the good/bad aspects of emphasizing grammar in writing.  

So now I propose the question, what are the most important values and practices of the writing community? Depending on whom you ask the answer may vary. There is a common vision though…the study of writing is designed to teach students how to clearly and effectively communicate their ideas through writing.

 Writing has a direct correlation to our environment. What we see, what we hear, and ultimately how we think.  Based on what we know, what we do, and how we relate, determines which “communities” we are affiliated with. Bringing different perspectives to a new community can enhance the values and practices in place by challenging them, and making them better.

The writing community is a community like no other, because everything is not black and white. However, the common vision of clear expression through writing should be used to pull creativity from various communities.

Expressionistic Rhetoric

Of the different forms of rhetoric: cognitive rhetoric, expressionistic rhetoric, and social-epistemic rhetoric, expressionistic rhetoric stands out to me (even though all forms of rhetoric are interconnected). Berlin says “The most important measure of authenticity of genuine self-discovery and self-revelation, furthermore, is the presence of originality in expression, and this is the case whether the writer is creating poetry or writing a business report.” Expressionistic rhetoric capitalizes on creativity, defines truth, and delivers power!

Expressionistic rhetoric allows writers to openly share their imagination. Through this process inventions are created and new thoughts/theories are born. Expressionistic rhetoric releases creativity, which is also the ingenuity behind reinventing old ideas.

Expressionistic rhetoric defines truth in the eyes of the author.  Through lessons learned and personal experiences everyone develops their own perspective. Whether using factual concepts or pure opinion, expressionistic rhetoric allows people to share their inner thoughts and reasoning.

Expressionistic rhetoric is powerful! What is the first amendment in the U.S. constitution? “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” The freedom of speech is valuable and mighty.  Through expressionistic rhetoric, America has become the country it is today…words = actions.

July 1st

In The Winds of Change, the new paradigm for teaching writing is discussed. 12 principal features are listed.  So, for my blog this week I’d like to focus on my top 3 of the 12.

1.       It stresses the principle that writing teachers should be people who write.

There are some phenomenal English Composition professors out there, but majority of the time that’s not the case. Of all the courses taught within the English Department, English Composition has the ability to make the greatest impact, so that’s why it should be imperative to choose professors wisely. I must highlight that just because someone is a good writer, doesn’t mean that they are a good teacher. The best writing teachers are excellent writers and teachers.

2.       It focuses on the writing process; instructors intervene in students writing during the process.

Shaughnessy states “we cannot teach students to write by looking only at what they have written.” Once students turn in their paper, the thought process is complete. It would be beneficial for students to receive feedback throughout the whole process.  Intervention throughout the process will allow students to share what they’re thinking and which direction they plan to go, then the teacher can guide them along the right path.

3.       It emphasizes that writing is a way of learning and developing as well as a communication skill.

Writing is a skill that can be taught. Some students are naturally more creative, and better at organizing their thoughts and ideas.  However, once students grasp the basic fundamentals of writing, and as they continue to develop their skill set, they can become better writers and communicators.

June 24th

The Process of Writing—

Writing allows us to take someone on a journey by simply using words.  It is up to the writer to take their thoughts, find the best way to express them, and ensure it can easily be interpreted by others. Organization is one of the main stumbling blocks when it comes to the writing journey. By learning how to overcome those stumbling blocks one can effectively use language to discover a new “invention.”

“Both Day and Bain see the first part of rhetorical invention as entailing three stages:  deciding on a them or idea, stating a proposition which connects the them to another idea, and defining the area covered by the proposition so it may be divided into its constituent parts.” Those three stages are commonly taught in English Composition classes with some variation.  

Without the proper sentence and paragraph organization, readers may only see a string of words, and/or a string of thoughts.  So, to capture the essence and meaning of your writing, it is imperative that it is organized. Many English Composition teachers enforce organization through repetition.  After writing for a while some students are able to develop a pattern that enables them to organize their thoughts, each time they write. Whether someone is writing a technical document and describing a process or telling a fictional story, the organizational objective is to take the reader along with you, and not lose them along the way.

June 17th

Across the United States it has ultimately been decided that English Composition is a course that should be required for all freshmen.  According to the reading Present State of Freshman Composition, “a standard English program may enroll anywhere from 55-97% of the freshman class.”  What other department/program does that?!

Amazingly, English Composition is one of the few courses that bring all students (with various majors) together with a common goal in mind…..to teach them how to write. Everett says “we try to habituate the student to writing to give him practice in thinking over his material and putting it into good form to give him exercise in the different modes of presentation.”

The English Composition course could be used to accomplish so much, and it really can make a difference.  However, in most English Composition classes you have a ratio of about 1:40 (teacher/students). So, it seems easiest for the professors to choose a piece of literature or pick a topic, then have their students write about it.  For English Composition to have an impact, the classes need to be smaller and more interactive, with a structured plan of what needs to be covered. Also, students need to be provided detailed feedback (identifying strengths/weaknesses) from the professor, so they can perfect the art of writing.

My undergraduate major was chemistry. So, I took the required English courses, which I enjoyed, but my time was predominately spent in science and math classes. The importance of writing and communicating was integral all the while; whether I was writing lab reports, or discussing techniques and procedures.  The truth is scientist and engineers need to have good writing/communication skills to share their research.  If English Composition is that gateway (in college), then when students leave the class after a full semester, they should be able to write more than a generic essay.