Side Effects Include…: ODD, FIQWS, and BW – Final Reflection

 

My writing habits are usually fueled by caffeine, quiet music, an excess of 2+ hours free back-to-back. If pressed, I would say that’s my biggest change this term: the only 2+ hours I’ve had free in one space between 10am and 10pm is commuting to and from my doctors’ offices, jobs, and the social life I’ve got hanging by a string.

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Bartholomae Final

 

“Rituals and 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).

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Informal Blog #4

Desiree Dighton’s piece “All Along the Watchtower: Some Kind of Way Out of Basic Writing Using Emerging Technologies” takes on some of the primary concerns and accolades for digital literacies’ incorporation into basic writing classrooms. She provides a thorough literature review of scholarship on technology in writing classrooms, citing Yancey, Davidson and Goldberg, Klages and Clark, and others.

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Assignment #2

I’m stealing this assignment! This takes the “literacy narrative” genre into a different, student-centered, context. The trouble I’ve experienced with writing in this genre is the disinterest many of my students express with “literacy,” an admittedly abstract concept. Replacing this with “communication” brings the same theme into a familiar context, and the examples you provided illustrate two creative ways to approach this prompt. One of my primary foci for my 110 and FIQWS courses this semester is including texts that speak more to my students’ real-world contexts: selections from Buzzfeed’s “Reader” section, “How to Tame a Wild Tongue” by Gloria Anzaldúa, short texts by James Baldwin and Audre Lorde, all of which I’ve drawn from my readings in Black and indigenous theory. The goal here, though, is to help usher students feeling included in the university. Both Ferris and Bartholomae echo this notion: it is supremely difficult for students to participate as scholars if the canonic texts all replicate hegemonic narratives. I want to carve a space for them inside the intimidating school building itself: a classroom that values this difference instead of repudiating it.

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Bartholomae – Draft

“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

(Re)Birth of the Author: Informal Blog Post #2

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.

jen lawrence.gif

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