Reflective Response to Bishop After reading Katie’s comment on my opinion regarding Bishop’s idea that students be allowed to participate in forming their own topics for paper writing, I can understand how such an activity might leave too much in the students’ hands and result in less productive writing. I think that this opportunity might transfer well to an upper level class but, for first year writing students, might not give them the proper parameters within to operate. Such an open stance may lead to lack of focus and poorly formed thought process. A little more structure would let them know exactly what you expect while giving them the freedom to express rhetoric through their choice of medium instead of topic. Reflective Response to Berlin Berlin’s essay is, perhaps, my favorite reading we have been assigned. Berlin’s in depth look at the Expressionistic and Cognitive schools of thought helped me examine what I consider to be the path I want to take in developing my own pedagogy. As I stated in my response, social- epistemic seems to provide a happy medium between what I see as a polarization of emotion in cognitive and the lack of revision promoted by the free wheeling artistry of Expressionistic. Natalie’s comment reaffirmed my opinion that social-epistemic results in a more balanced pedagogy and encourages my intention to adopt this practice in my own classroom. Reflective Response to Tobin Katie’s question directed toward my claim that some students are more comfortable going back to fundamentals made me examine what I consider their innate fundamental tendencies. I believe that the voice behind a student’s rhetoric is constantly morphing into different incarnations as she/he is exposed to new materials and ideologies. As the voice explores new territory so, too, must the student’s preconceived notions of the fundamentals of rhetoric. By enabling the students to learn from different processes they might be inspired to take new avenues in composition and guide their voices past the boundaries of prototypes. Reflective Response to Yancey Dr. Coxwell-Teague’s suggested that my desire to have a writing assignment structured to appeal to difference medium audiences might be a great way to help students realize the ways in which outside the institution rhetoric is becoming the focus of many first year writing curriculums. This practice will be great in involving the students through language that more closely mirrors that of their everyday lives. I believe that by showing the student there is a place for their natural voice within
academia many of them could develop greater interest in their composition. The mediums in which rhetoric is functioning are expanding and it is the duty of composition teachers to address this trend. Reflective Response to Royster Roysterâ€™s essay made me realize the importance of getting to know a studentâ€™s voice and learning the dimensions of their experience will aid me in interpreting their compositional intention. I suggested that a personal/ community topic essay in the beginning of classes could facilitate my familiarity with their work. Katie also commented that journals and freewrites are another way to accomplish this goal. I do think that I would employ journal writing into my syllabus, reading them through the semester but not assign them a grade. I would prefer to take the whole journal at the end of the semester and use it as a small percentage of the final grade. I feel that grading too early might limit the development of their candidness and halt the feeling of an ongoing conversation I hope to foster.