In Shipka's
article, the ideas that she presents seem to set up an inclusive classroom that
aims to help students use the technology effectively, and make students realize
that there is a difference between writing and composing. Firstly, I like the idea that we have to
show students the difference. I don’t, however jive with her ideas on how we do
that. I don’t think that writing about writing would be beneficial in a FYC
because they don’t have the confidence and the skills to be meta-aware. I think
there are several ways in her article that she connects with what I believe to
be good practice and want to include into my own (future FYC) classes.
The summary synthesis reports would boast a kind of process for the
students and allow them to have easily available all of their summaries, notes,
and thoughts about the readings. It also would serve to keep the discussion
moving and that is the most difficult part of an FYC because for most students,
they still feel very out of place in their knowledge acquisition, and
expression of said knowledge. They will also use these reports in order to
broaden their interpretations of the readings by sharing what they have gotten
from it versus what their classmates have gotten from it. This will help them
see that there is not one true answer but a vast array of readings and
understandings.
The other part of her plan that I particularly feel drawn to is the
work-shopping. When I teach my FYC, I can envision myself using this part to
help brain storm, as well to help supplement their progress and information
gathering. As humans, we all tend to want the opinions and thoughts of others
even if we say we do not and giving the students this opportunity will only
further allow them to collaborate and expand their views of composing and the
course itself. It is often after a discussion with a peer that my mind is eased
and my thoughts become clearer and this will help the students contextualize
their arguments for an audience while giving them the opportunity to explain
their positions, and provide reasoning, as well.
In my time at Universities (SFA and UHD), I often found Blackboard
discussion boards to be a tedious, arduous task but have come to appreciate
them for what they attempt to do. Having a discussion board open and required
will allow for some of the quiet students to let their opinions be heard, to
give relevant information, and to foster their own skills of communicating so
that when they are in class, they feel comfortable speaking up or sharing. At
this point in the game (depending on when you choose to implement the BB DF)
students may be hesitant about what they are composing and reading someone
else’s ideas can help them see that when you compose, you can still write, and
you can still have that bit of yourself in your work.
Victoria said it best when she said that writing is natural and
composing is intentional and I believe that with the right training, guidance,
and mentoring, all students will be able to write with intention.
Shipka,
Jody. “Beyond Text and Talk: A Multimodal Approach to First Year
Composition.” First-Year Composition From Theory To Practice. Ed.
Coxwell-Teague, Deborah and Lunsford, Ronald F. Anderson: Parlor
Press, 2014. 211-235. Print.
Thanks for the quote! The Shipka reading reminded me of my Integrated Reading and Writing, ENGL 0309 course. I use writing about writing in the developmental course (for students who are placed in the course based on TSIA scores), but writing about writing is more to help students articulate what writing looks like in their minds. The first week of class, after going over the syllabus, I will have them write about how they intend to be successful in the class. I give the students ideas about tutoring, planning, time management, and writing processes, but I let them choose to write about what they believe they must do to succeed in a class with numerous reading and writing assignments. After class last night (or class ENG 5301), I questioned my use of this assignment, but after further thought, I think I will keep it. I think students getting ready for a freshman composition class need to articulate what they need to do to succeed. Once they articulate it (I have noticed) they try to actually do what they say (in most, but not all, cases). I also use the summary response. The department mandates at least one summary response. This assignment reveals a great deal about students' comfort zones. Some are very comfortable with reading and summarizing -- they want to summarize every reading -- even when the assignment asks for more than a summary. It also shows who has acquired the confidence and authoritative voice to respond. I hope that what I do prepares students for FY compostion courses, but I am always prepared to do more as the state is in a hurry to move students into freshman composition.
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