The WPA Outcomes Statement for First Year Composition lists a section on composing in electronic environments and
states how it “has become clear over the last twenty years, writing in the 21st
century involves the use of digital technologies for several purposes, from
drafting to peer reviewing to editing.” As we all come from different institutions,
levels of education, and years of study (I myself didn’t even have a smart
phone when I was last a student) I’m interested in learning about what
technologies you have been using as a student and what technologies you expect/hope
to use as an instructor. How has technology
advancement influenced your writing over the course of your education?
In Bartholomae’s article he addresses Godzich’s argument and
how “It is, of course, possible to argue that English departments should only
serve to produce English majors and/or Ph.D.’s.” What are the pros and cons of
an English department (or any department for that matter) focusing all, or
most, of its resources towards English majors with little or no consideration
for the student body at large?
Keri,
ReplyDeleteReading Bartholomae, I thought a bit about your second question as well. Bartholomae, while keeping his evidence anecdotal, appears to want to expose the insularity of English departments so that this philosophy shifts toward accommodating the larger student body. Personally, I'm all for getting as many students as possible, regardless of major, jazzed about reading and writing. I'm more interested in sharing these joys and helping students find joy in them as well, rather than focusing solely on the students who already show interest. I'm not sure whether this trend stems from survival instinct, i.e., maintaining the department, or a place of some more complicated intellectual exclusion.