Questions for 6/28

1. David Bartholomae states in his article that there is an issue with disciplinary boundaries: that the English professor and chemistry professor simply do not talk. However, the WPA outcomes state—quite often, actually—that FYC (or, CCP) instructors must prepare the student for writing "in their fields." How do we erase these disciplinary boundaries and create a more open conversation/dialogue about writing on campus and in the disciplines?

2. One critique of process pedagogy is its "failure to teach basic and necessary skills and conventions"; however, Tobin cites the argument that the process pedagogies allowing personal writing have their own academic and rhetorical rigor that is not considered by critics. Do you agree that this form of personal writing can have a place in the composition classroom and even replace a traditional rhetorical analysis paper? Why or why not?