“Rituals & Gestures”: Identity and Discovery in the Writing Classroom
Composition scholar David Bartholomae’s influential article “Inventing the University” explicates his perspectives on how basic writers “write their way into the university,” and how they don’t (12). Bartholomae begins by incorporating text from an introductory student essay that he intends to strike readers as challenging to read, or even upsetting. He counters this expectation by articulating the student’s clever use of what Kathleen Yancey terms “metacognition,” or the ability to recognize the “rituals and gestures” necessary for writing in this particular academic genre, considering audience, etc. (6).
Continue reading Bartholomae – Draft
It’s fun and a bit bizarre to look at Barbara’s scholarship close-up. Her concerns in the longer article are still relevant today at CCNY. Accessibility of resources and even just the notion that writing studies in any form is an actual discipline is a bizarrely uphill battle, leaving writing programs stripped of funding and reliant on contingent labor.
Continue reading (Re)Birth of the Author: Informal Blog Post #2
My initial (emotional) response to the editor’s assignment responding to Pratt’s essay was grouchy and heated.
Continue reading Pratt – Assignment #1
Both Mina Shaughnessy and Sarah D’Eloia allude to one of the primary disconnects in the field of writing studies and pedagogy: how to make space for variable Englishes. While ca$h English is the currency valued by institutions and my FIQWS topic instructor, I want students to recognize and implement ca$h English, but not uncritically.
I want my students to use their variable English fluencies to get paid!
Continue reading Fluidity v. Fluency: Informal Blog Post #1