Pat's Questions for July 17

1.     In his article, Inoue, while discussing Catherine Fox’s argument that critical and feminist pedagogies in writing actually work against their intended use, points out that they “end up enacting a pedagogy of transmission, or a kind of banking model, that we ostensibly criticize” (151). What is your initial reaction to this? What kind of strategies can we utilize in the composition classroom and what kind of conversations can we have with students in order to prevent enacting critical pedagogies in a whitely way that works against their intended uses?

2.     Reflecting upon Ball and Carlton’s notion of monomodality, in All Writing Is Multimodal, as an incorrect assumption that a text lacks “multiple media or modes when really what a user might mean is that a structure…privilegesthe linguistic mode over the spatial or visual modes” (43), how might we use this mistaken assumption to engage students in understanding how to think critically about the different modes that may be incorporated in a text and how these kinds of assumptions limits our understanding of the complexities of the writing process?