This book has a very different idea of language awareness. COmposition studies and linguists use the term very differently.
http://www.bedfordstmartins.com/newcatalog.aspx?isbn=0312463162&disc=English&course=Composition&detail=toc
Showing posts with label ENG 103. Show all posts
Showing posts with label ENG 103. Show all posts
Sunday, September 19, 2010
Diversity, Ideology, and Teaching Writing
http://www.jstor.org/stable/357563
by Maxine Hairston
She thinks it's bad for FYC teachers to teach about politics or diversity. She highlights Marxism in FYC courses and says that English departments shouldn't let literary critics run things. She says we should just teach writing, period, free of democratic ideals.
by Maxine Hairston
She thinks it's bad for FYC teachers to teach about politics or diversity. She highlights Marxism in FYC courses and says that English departments shouldn't let literary critics run things. She says we should just teach writing, period, free of democratic ideals.
Saturday, November 21, 2009
Review: African American English and the Composition Classroom
review by David west brown
praises the book in general, but has two caveats: register is a far more complicated issue than the authors make it out to be, and cite Hillocks and Smith 1986 as proof of that sentence-combining is useful in teaching grammar.
The book is fair and balanced, written for the layperson, and makes complex ideas accessible to teachers.
praises the book in general, but has two caveats: register is a far more complicated issue than the authors make it out to be, and cite Hillocks and Smith 1986 as proof of that sentence-combining is useful in teaching grammar.
The book is fair and balanced, written for the layperson, and makes complex ideas accessible to teachers.
Monday, October 19, 2009
Composing Nature
Richard Johnson-Sheehan and Kristi Stewart
http://www.writinginstructor.com/johnson-sheehan
Ecocomposition is about writing about place. The writer situates herself in the place and writes about her surroundings. It is gaining momentum as environmentalism becomes more popular.
It aims to inject pathos back into FYC.
You can have students journal-write about a place, explore the metaphors we use to talk about nature and push those metaphors to their limits, and explore how the subject is in the place and the place is in the subject. Students can read John Muir and Thoreau.
http://www.writinginstructor.com/johnson-sheehan
Ecocomposition is about writing about place. The writer situates herself in the place and writes about her surroundings. It is gaining momentum as environmentalism becomes more popular.
It aims to inject pathos back into FYC.
You can have students journal-write about a place, explore the metaphors we use to talk about nature and push those metaphors to their limits, and explore how the subject is in the place and the place is in the subject. Students can read John Muir and Thoreau.
Friday, August 28, 2009
What Should Colleges Teach?
by Stanley Fish 2009 http://fish.blogs.nytimes.com/2009/08/24/what-should-colleges-teach/?incamp=article_popular
FYC courses should focus on writing, not on content.
American Council of Trustees and Alumni (ACTA) grades colleges on what is taught in Core courses. SCience should be taught by scientists and not philosophers, for example. Composition courses must focus on grammar, style, and argument and not on unrelated content.
There are other ways of teaching literature and history, but only one way to teach writing.
FYC courses should focus on writing, not on content.
American Council of Trustees and Alumni (ACTA) grades colleges on what is taught in Core courses. SCience should be taught by scientists and not philosophers, for example. Composition courses must focus on grammar, style, and argument and not on unrelated content.
There are other ways of teaching literature and history, but only one way to teach writing.
Devoid of Content
by Stanley Fish 2005 http://www.nytimes.com/2005/05/31/opinion/31fish.html?_r=1
FYC teachers shouldn't teach content. They should teach form. He has his FYC students create an imaginary language not at all based on English. In order to do that they must learn the grammatical relationships of semantic categories.
FYC teachers shouldn't teach content. They should teach form. He has his FYC students create an imaginary language not at all based on English. In order to do that they must learn the grammatical relationships of semantic categories.
Monday, July 13, 2009
Retention and Writing Instruction: Implications for Access and Pedagogy
Pegeen Reichert Powell
Composition instructors should pay attention to the discourse at their institution about retention.
It has been shown (by Astin using CIRP data) that retention rates can be predicted by the characteristics of teh students the institution allows in. Unfortunately, raw retention rates are used to rank colleges without taking student characteristics into account.
"...Eleanor Agnew and
Margaret McLaughlin, who demonstrate how a writing program’s own assess-
ment practices can prevent students from graduating: their study of the results
of placement and exit exams revealed that the presence of features of African
American Vernacular English led to an alarmingly higher rate of failure (90)."
These black students have already accessed the gate, but the assessment policies and prejudices keep them from graduating.
Access and retention will become even more important as the economy worsens.
Composition instructors should pay attention to the discourse at their institution about retention.
It has been shown (by Astin using CIRP data) that retention rates can be predicted by the characteristics of teh students the institution allows in. Unfortunately, raw retention rates are used to rank colleges without taking student characteristics into account.
"...Eleanor Agnew and
Margaret McLaughlin, who demonstrate how a writing program’s own assess-
ment practices can prevent students from graduating: their study of the results
of placement and exit exams revealed that the presence of features of African
American Vernacular English led to an alarmingly higher rate of failure (90)."
These black students have already accessed the gate, but the assessment policies and prejudices keep them from graduating.
Access and retention will become even more important as the economy worsens.
Saturday, June 13, 2009
Beyond Multiculturalism: A Two-Way Transformation
bharati mukherjee
She was raised a Bengali Brahmin. Sent to the US to study writing, she impulsively married a Canadian. 14 years later, she chose to become an American because she was disgusted by the hypocrisy of the Canadian "mosaic" idea of multiculturalism.
She chooses not to hyphenate herself because, it seems, she feels anger towards Indo-Americans who do so and seem to care more about their previous homelands than about America. She despises those who live here yet denounce America's ideology. She believes forgetting the past is a natural growing process.
Yet, she still denounces "otherization" and violence towards the Other.
She was raised a Bengali Brahmin. Sent to the US to study writing, she impulsively married a Canadian. 14 years later, she chose to become an American because she was disgusted by the hypocrisy of the Canadian "mosaic" idea of multiculturalism.
She chooses not to hyphenate herself because, it seems, she feels anger towards Indo-Americans who do so and seem to care more about their previous homelands than about America. She despises those who live here yet denounce America's ideology. She believes forgetting the past is a natural growing process.
Yet, she still denounces "otherization" and violence towards the Other.
Reinventing "America": Call for a New National Identity
Elizabeth Martinez
She argues that white America has an origin myth that Whites settled America for the good of all conquered peoples, glossing flippantly over the genocide of the Native Americans and the antagonism of Mexico for territorial gains. She hopes America can rewrite its national identity, recognizing the many contributions of non-White peoples.
She argues that white America has an origin myth that Whites settled America for the good of all conquered peoples, glossing flippantly over the genocide of the Native Americans and the antagonism of Mexico for territorial gains. She hopes America can rewrite its national identity, recognizing the many contributions of non-White peoples.
Institutionalizing Our Demise: America vs. Multiculturalism
Roger Kimball
Immediately after September 11, the country became very patriotic, but it soon faded.
Kimball argues that multiculturalism will be the demise of America. He believes the WASP ideology is fundamentally American and immigrant culture is not. He applauds immigrants who "melt" and forget their countries of origin.
"Every time you call directory assistance or some large corporation and are told, "Press One for English" and "Para espanol oprime el numero dos" it is another small setback for American identity."
He hates bilingual education, saying that it sets students up to be second-class citizens.
Kimball says America is essentially religious and Western Europe is "godless."
America was "founded on four things: ethnicity, race, ideology, and culture."
He equates multiculturalism with terrorism.
Immediately after September 11, the country became very patriotic, but it soon faded.
Kimball argues that multiculturalism will be the demise of America. He believes the WASP ideology is fundamentally American and immigrant culture is not. He applauds immigrants who "melt" and forget their countries of origin.
"Every time you call directory assistance or some large corporation and are told, "Press One for English" and "Para espanol oprime el numero dos" it is another small setback for American identity."
He hates bilingual education, saying that it sets students up to be second-class citizens.
Kimball says America is essentially religious and Western Europe is "godless."
America was "founded on four things: ethnicity, race, ideology, and culture."
He equates multiculturalism with terrorism.
Saturday, May 23, 2009
Shifting out of "neutral": beginning teachers' struggles with teaching for social justice
deirdre m. kelly and gabriella minnes brandes
"We discerned 5 distinct positions about the possibility and desirability of teacher neutrality."
"Teachers alone cannot overcome the social injustices that currently impede democracy, but they can play an important role in nurturing a more active form of citizenship among young people."
"Those who have written about critical pedagogy are clear that teaching is inevitably political and teachers cannot be value-neutral."
"knowledge is individually rather than socially constructed"
"Teacher neutrality is not only undesirable but impossible."
Some teachers thought "of action in modest and student-appropriate ways that unfolded in local contexts."
"We discerned 5 distinct positions about the possibility and desirability of teacher neutrality."
"Teachers alone cannot overcome the social injustices that currently impede democracy, but they can play an important role in nurturing a more active form of citizenship among young people."
"Those who have written about critical pedagogy are clear that teaching is inevitably political and teachers cannot be value-neutral."
"knowledge is individually rather than socially constructed"
"Teacher neutrality is not only undesirable but impossible."
Some teachers thought "of action in modest and student-appropriate ways that unfolded in local contexts."
Field Notes from a Catastrophe Ch. 3
"Under the Glacier"
Elizabeth Kolbert journeyed to Swiss Camp, a scientific research station in Greenland. She describes firsthand the culture of the camp, the scientists working there, and how the data is collected that proves the glaciers are melting. She also went to Iceland and interviewed Icelanders and Greenland Inuit about how they know it is warming and how the warming will impact them.
Elizabeth Kolbert journeyed to Swiss Camp, a scientific research station in Greenland. She describes firsthand the culture of the camp, the scientists working there, and how the data is collected that proves the glaciers are melting. She also went to Iceland and interviewed Icelanders and Greenland Inuit about how they know it is warming and how the warming will impact them.
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