1. So, Sommers says that "good writing disturbs and creates dissonance" (84). In addition, Sommers says students need "to seek the dissonance of discovery (84). My question, then, is what measures must we take during assessment (since, whether we like it or not, is a part of our job) in order to ensure we do not punish students for exploring that discovery, even if they get it "wrong"? In other words, if we encourage exploration and discovery in our classrooms and end up with unexpected products, what does that look like during assessment? Or is this an instance of "shadow grading" & suggesting further revision?
2. Where do you situate yourself in the debate of teaching grammar of style in the classroom? Do you worry too much emphasis on grammar instruction upholds dominant language norms and marginalizes students? Or, do you find grammar instruction essential in the teaching of process-oriented, recursive writing?
Similarly, how can we expand notions of grammar in the classroom and help students understand its ability to marginalize?
This comment has been removed by the author.
ReplyDelete
ReplyDeleteNoah, I like your question about Sommers. I am supporter of creative exploration and freedom. I want my students to explore and discover. However, the most important criterion is excellence. And that will definitely show itself in any piece of writing.