Wednesday, June 27, 2018
Dorothy Calabro 6/27
Bartholomae addresses the silence in composition, where “we are extraordinarily hesitant to argue about what writing is good and what is bad, what is worth doing and what is not; where we can talk for hours about empowering writers without raising the fundamental questions of power as they are represented in discourse” (16). Do you feel hesitation to talk about what makes “good writing” and what makes “bad writing?” How can we, as teachers of composition, get past this silence?
Tobin addresses the differences between process pedagogy and post-process pedagogy. Specifically, Tobin mentions that a process pedagogy classroom will focus more on student choice, working on works-in-progress during class, writing exercises, peer review, etc. Post-process classrooms involve more discussion, interpretation and assessment of works by professional writers, and focuses on how texts and writers are always embedded in multiple contexts and cultures. Obviously, both approaches have merit. What do you think would be an ideal balance between process and post-process pedagogy in the classroom? Would you lean more heavily on one pedagogy than the other?
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Hi there Dorothy:
ReplyDeleteI am really interested in your second question, as I asked one that is a bit similar in terms of considering combinations of Composition pedagogy. However, you have asked specifically about process theory and discussion based (post-process theory) classes. I think at the core of the process versus post-process theory debate in the individual versus the group learner. Do we come by the writing process on our own, or are we uniquely influenced by our upbringing and other writing communities we are apart of.
I would have to agree that finding a balance as you suggest is necessary, and I would tend to lean toward process in my own experience. However, perhaps within prompts and even in group discussions bringing up conversations on how our experiences shape who we are as writers (hierarchy and agency) would help to not only include more post-process theory into the classroom, but still leave opportunity to let students work and think independently on their own writing experience (through freewrites maybe). I hope this helps begin to answer your question.