1. How can we best implement revision into our
courses when (in general) each of the three graded papers in an ENC 2135 class
are unique? How can we get students to think about revision as a recursive
process when our courses are designed in a linear ‘fire and forget’ fashion?
2. While understanding grammar as “style” is
definitely a step toward finding a way to teach grammar in an effective way, to
me it still seems a kind of deflection and still problematic. How are we to
teach “style” when it is something a writer is supposed to organically develop?
At the very least, what are some ways to get students to consider something as 'boring' as grammar to be “stylistic”?
In regards to your first question, the go-to answer seems to be the portfolio. In making a portfolio, students have to revisit and revise their earlier work for new evaluation, even if that actual assignment is already graded and completed. The assignments will be recursive, as they don't really "end" after they're turned in, and students won't be allowed to forget about their past assignments because they need to collect them, organize them, revise them, and present them in a new context.
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