[Teaching_Composition] NEW MODULE
Pat McQueeney
teaching_composition@mailman.eppg.com
Sat, 4 Mar 2006 15:36:55 -0600
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Emmanuel and all--
=20
We're thinking on the same track, here. In our super-duper conservative =
community within our super-duper conservative state, I've noticed an =
increasing inability of students to distinguish between discussions =
around or about religious faith and rants that use religious references, =
often to make points that are barely civil, let alone religious. As you =
noted, Emmanuel, these references often are used to create a sort of =
insurance that their writing will not be challenged. (Clearly, it is a =
strategy that has worked for them in the past.) I've also noted that =
it's a ploy to avoid research. They already have a do-all Bible passage =
or two, so they try to use them, claiming God as an unimpeachable =
authority.=20
=20
It's very apparent to me that many of my students are being pressured at =
their local mega-church to come up with ways to testify either orally or =
through their choice of topics. They focus so much on that goal that =
actual discussion becomes difficult. The one point that does seem to get =
through to them is this: "If your message is true, you can rely on =
reason. Figure out a way to present your thinking so that you will be =
able to convince people who don't believe the Bible." That "be an =
apostle approach" makes sense to them, although they shudder a bit. =20
=20
Mary Pat McQueeney=20
Johnson County Community College English Overland Park, KS=20
http://staff.jccc.net/pmcqueen <http://staff.jccc.net/pmcqueen> =20
=20
"Good writing is hard work!" ~~Snoopy
=20
=20
The information contained in this e-mail and any attachments thereto =
("e-mail") is sent by the Johnson County Community College ("JCCC") and =
is intended to be confidential and for the use of only the individual or =
entity named above. The information may be protected by federal and =
state privacy and disclosures acts or other legal rules. If the reader =
of this message is not the intended recipient, you are notified that =
retention, dissemination, distribution or copying of this e-mail is =
strictly prohibited. If you have received this e-mail in error please =
immediately notify JCCC by email reply and immediately and permanently =
delete this e-mail message and any attachments thereto. Thank you.
=20
=20
________________________________
=20
From: teaching_composition-admin@mailman.eppg.com on behalf of Emmanuel =
Sigauke
Sent: Sat 3/4/2006 2:27 PM
To: teaching_composition@mailman.eppg.com
Subject: Re: [Teaching_Composition] NEW MODULE
Let me be the first to respond. When I teach research and the use of =
evidence, I often remind the students to be fair in the presentation of =
grounds and warrants for their claims. By fairness I mean they should =
provide evidence that leaves room objections. As a teacher I do not want =
to seem to be telling a student that his or her religious support for a =
claim is fallacious. While I may, I realize that this may have a strong =
effect on the way the student write after the feedback. While there is =
nothing wrong in inviting the authority of a religious document in =
presenting and supporting a claim, the invocation should be done is a =
way that weakens the writer's argument. I have often noticed that where =
religious grounds are used there is usually argument. Debates on issues =
like gay marriage, capital punishment are cases in point. Supporting a =
point of view on these issues soley on religious grounds may limit the =
student options, and worse, the reader's response. For instance, if a =
student were to use a Bible verse to support a claim, there is the =
possibility that objections may center on the verse, and not the =
argument; yet, respecting the authority of the Bible, some students may =
not be willing to argue against the stated message.
Additionally, given that some readers may be concerned with showing =
their sensitivity to the reader's religious faith, they may not be =
willing to seem to oppose what at the moment may seem "politically =
correct".
Some kinds of evidence, for instance what Shakespeare said, or the =
Oxford Advanced Dictionary, or the Webster's may have the same effect =
that use of faith may have in arguments. Their supposed authority may be =
used to "shut" readers up, hence contributing to the ever expanding =
field of fallacies.
Emmanuel Sigauke
English Department
City College of San Francisco
50 Phelan Avenue
San Francisco, CA 94112
Phone:(415) 452-7059
>>> chris_anson@ncsu.edu 03/03/06 7:38 PM >>>
TeachingComp Listers:
Perhaps you've heard or experienced the following in your work as a=20
writing teacher or WPA:
"I disallow the use of religious texts as appropriate evidence for=20
argumentative writing."
"Expressions of faith are OK in my class as long as they're in mostly=20
expressive writing such as journals, freewrites, and the like."
"In class discussions, I shy away from highly personal accounts=20
because they are too emotionally charged, and these include matters=20
of political ideology and religion."
"I was appalled to learn that my colleague tolerates the inclusion of=20
references to certain faith traditions in some students' writing=20
(mostly among international students who are not Christians) but not=20
from others (mostly American Christians)."
"I welcome everything and anything in my course as long as it is not=20
discriminatory or hateful. Right, left, Christian, Muslim, agnostic,=20
Wikka, anti- and pro-abortion rights, tree-hugging and deer-
shooting . . . . anything."
"I can't stand it when I hear that a composition teacher 'bans'=20
Topics X, Y, and Z from the spectrum of research topics*gun control,=20
abortion, the death penalty . . . we ought to be celebrating when=20
students tackle the most divisive, sensitive, and complex areas of=20
contemporary debate."
"Academic writing is not about the private and the personal."
This month's module, led by Elizabeth Vander Lei, takes us deep into=20
some of the most interesting and complicated landscape of=20
contemporary pedagogy, where secular academic goals meet with the=20
wide range of students' systems of faith and religious conviction,=20
from the most passionate devotees to the most adamant separators of=20
church and state to those who don't want to profess anything but are=20
excited nonetheless to bring it all on. Elizabeth's focus this month,=20
on religious faith in composition courses, comes at a time when=20
social forces are colliding in politics and public life and making=20
their way into debates about education, especially what should and=20
shouldn't be taught, allowed, given voice, or protected*on behalf of=20
both teachers and students*in those tangled, unpredictable, and=20
fascinating contact zones of our classrooms.
What do you think is the appropriate place of religious faith in the=20
teaching of writing? What have you told your students about religion=20
and its place in their writing? How have you responded to students=20
who bring religion into their papers in a personal way, or use their=20
own faith traditions to support points they are making in their=20
arguments?
Elizabeth Vander Lei is Associate Professor of English at Calvin=20
College in Grand Rapids, Michigan. She teaches first year composition=20
and advanced courses in writing and the teaching of writing. Co-
editor of Negotiating Religious Faith in the Composition Classroom,=20
Elizabeth was first drawn to this topic by her research into the=20
effects of religious faith on African American rhetoric, particularly=20
that of the modern civil rights movement. She's also one of the=20
nicest, smartest, and hardest working people you could hope to meet. =20
I know: she served admirably on the Executive Board of the Council of=20
Writing Program Administrators, and when her term was finally up,=20
there wasn't a person on the Board who didn't want either to sign her=20
up for life or clone her so she could stay around.
(Now, as to the ethical dimensions of cloning, different religions=20
approach this problem from several perspectives. First . . . .)
Check out Elizabeth's module and resources at the TeachingComp Web=20
site, then come back to the list to start talking: http://
www.mhhe.com/socscience/english/tc/
And it's OK*sex, religion, and politics are all welcome here at=20
TeachingComp.
Oh, and before we launch into our discussion, many thanks to Suzanne=20
Blum Malley and Amy Hawkins for leading us last month in our=20
exploration of ethnographic writing, which, although it has played an=20
important role in research in the field and beyond, has been somewhat=20
underrepresented in treatments of pedagogy in spite of a strong=20
interest in its potential. We're all the better informed as a result=20
of their knowledge, experience, and counsel.
Chris Anson
Moderator
--
Chris M. Anson
Professor of English
Director, Campus Writing and Speaking Program
Interim Director, Ph.D. in Communication, Rhetoric, and Digital Media
Box 8101 (OR) 131G Tompkins
North Carolina State University
Raleigh, NC 27695-8105
(919) 513-4080
http://www.home.earthlink.net/~theansons/Portcover.html
_______________________________________________
Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com
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<DIV id=3DidOWAReplyText5717 dir=3Dltr>
<DIV dir=3Dltr><FONT face=3DVerdana color=3D#000080 size=3D2>Emmanuel =
and=20
all--</FONT></DIV>
<DIV dir=3Dltr><FONT face=3DVerdana color=3D#000080 =
size=3D2></FONT> </DIV>
<DIV dir=3Dltr><FONT face=3DVerdana color=3D#000080 size=3D2>We're =
thinking on the same=20
track, here. In our super-duper conservative community within our=20
super-duper conservative state, I've noticed an increasing inability of =
students=20
to distinguish between discussions around or about religious faith and =
rants=20
that use religious references, often to make points that are barely =
civil,=20
let alone religious. As you noted, Emmanuel, these references =
often are=20
used to create a sort of insurance that their writing will not be=20
challenged. (Clearly, it is a strategy that has worked for them in =
the=20
past.) I've also noted that it's a ploy to avoid research. =
They=20
already have a do-all Bible passage or two, so they try to =
use them,=20
claiming God as an unimpeachable authority. </FONT></DIV>
<DIV dir=3Dltr><FONT face=3DVerdana color=3D#000080 =
size=3D2></FONT> </DIV>
<DIV dir=3Dltr><FONT face=3DVerdana color=3D#000080 size=3D2>It's very =
apparent to me=20
that many of my students are being pressured at their local=20
mega-church to come up with ways to testify either orally or =
through=20
their choice of topics. They focus so much on that goal that =
actual=20
discussion becomes difficult. The one point that does seem to get =
through to=20
them is this: "If your message is true, you can rely on =
reason. =20
Figure out a way to present your thinking so that you will be =
able to=20
convince people who don't believe the Bible." That "be an apostle=20
approach" makes sense to them, although they shudder a bit. =
</FONT><FONT=20
face=3DVerdana color=3D#000080 size=3D2></FONT></DIV>
<DIV dir=3Dltr> </DIV>
<DIV dir=3Dltr><FONT face=3DVerdana size=3D2>Mary Pat McQueeney =
</FONT></DIV></DIV>
<DIV id=3DidSignature12626 dir=3Dltr>
<DIV RE><FONT size=3D2><FONT face=3DVerdana>Johnson County Community =
College English=20
</FONT><FONT face=3DVerdana>Overland Park, KS </FONT></FONT></DIV>
<DIV RE><FONT face=3DVerdana><A =
href=3D"http://staff.jccc.net/pmcqueen"><FONT=20
size=3D2>http://staff.jccc.net/pmcqueen</FONT></A><FONT size=3D2>=20
</FONT></FONT></DIV>
<DIV RE><FONT face=3DVerdana size=3D2></FONT> </DIV>
<DIV align=3Dright RE><FONT face=3DVerdana size=3D2>"Good writing is =
hard work!"=20
~~Snoopy</FONT></DIV>
<DIV RE>
<DIV RE><PRE></PRE></DIV></DIV></DIV>
<DIV dir=3Dltr><BR>
</FONT>
</DIV>
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<FONT FACE=3D"Arial" SIZE=3D"1">The information contained in this e-mail =
and any attachments thereto ("e-mail") is sent by the Johnson County =
Community College ("JCCC") and is intended to be confidential and for =
the use of only the individual or entity named above. The information =
may be protected by federal and state privacy and disclosures acts or =
other legal rules. If the reader of this message is not the intended =
recipient, you are notified that retention, dissemination, distribution =
or copying of this e-mail is strictly prohibited. If you have received =
this e-mail in error please immediately notify JCCC by email reply and =
immediately and permanently delete this e-mail message and any =
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<FONT FACE=3D"Arial" SIZE=3D"3">
<FONT face=3DTahoma size=3D2><B>From:</B>=20
teaching_composition-admin@mailman.eppg.com on behalf of Emmanuel=20
Sigauke<BR><B>Sent:</B> Sat 3/4/2006 2:27 PM<BR><B>To:</B>=20
teaching_composition@mailman.eppg.com<BR><B>Subject:</B> Re:=20
[Teaching_Composition] NEW MODULE<BR></FONT><BR></DIV>
<DIV>
<P><FONT size=3D2>Let me be the first to respond. When I teach research =
and the=20
use of evidence, I often remind the students to be fair in the =
presentation of=20
grounds and warrants for their claims. By fairness I mean they should =
provide=20
evidence that leaves room objections. As a teacher I do not want to seem =
to be=20
telling a student that his or her religious support for a claim is =
fallacious.=20
While I may, I realize that this may have a strong effect on the way the =
student=20
write after the feedback. While there is nothing wrong in inviting the =
authority=20
of a religious document in presenting and supporting a claim, the =
invocation=20
should be done is a way that weakens the writer's argument. I have often =
noticed=20
that where religious grounds are used there is usually argument. Debates =
on=20
issues like gay marriage, capital punishment are cases in point. =
Supporting a=20
point of view on these issues soley on religious grounds may limit the =
student=20
options, and worse, the reader's response. For instance, if a student =
were to=20
use a Bible verse to support a claim, there is the possibility that =
objections=20
may center on the verse, and not the argument; yet, respecting the =
authority of=20
the Bible, some students may not be willing to argue against the stated=20
message.<BR>Additionally, given that some readers may be concerned with =
showing=20
their sensitivity to the reader's religious faith, they may not be =
willing to=20
seem to oppose what at the moment may seem "politically =
correct".<BR>Some kinds=20
of evidence, for instance what Shakespeare said, or the Oxford Advanced=20
Dictionary, or the Webster's may have the same effect that use of faith =
may have=20
in arguments. Their supposed authority may be used to "shut" readers up, =
hence=20
contributing to the ever expanding field of =
fallacies.<BR><BR><BR>Emmanuel=20
Sigauke<BR>English Department<BR>City College of San Francisco<BR>50 =
Phelan=20
Avenue<BR>San Francisco, CA 94112<BR>Phone:(415) =
452-7059<BR>>>>=20
chris_anson@ncsu.edu 03/03/06 7:38 PM >>><BR>TeachingComp=20
Listers:<BR><BR><BR>Perhaps you’ve heard or experienced the =
following in your=20
work as a <BR>writing teacher or WPA:<BR><BR>“I disallow the =
use of=20
religious texts as appropriate evidence for <BR>argumentative=20
writing.”<BR><BR>“Expressions of faith are OK in my class as =
long as they’re in=20
mostly <BR>expressive writing such as journals, freewrites, and the =
like.”<BR><BR>“In class discussions, I shy away from highly =
personal=20
accounts <BR>because they are too emotionally charged, and these =
include=20
matters <BR>of political ideology and =
religion.”<BR><BR>“I was appalled to=20
learn that my colleague tolerates the inclusion of <BR>references =
to=20
certain faith traditions in some students’ =
writing <BR>(mostly among=20
international students who are not Christians) but not <BR>from =
others=20
(mostly American Christians).”<BR><BR>“I welcome everything =
and anything in my=20
course as long as it is not <BR>discriminatory or hateful. Right, =
left,=20
Christian, Muslim, agnostic, <BR>Wikka, anti- and pro-abortion =
rights,=20
tree-hugging and deer-<BR>shooting . . . . =
anything.”<BR><BR>“I can’t stand it=20
when I hear that a composition teacher =
‘bans’ <BR>Topics X, Y, and Z from=20
the spectrum of research topics*gun control, <BR>abortion, the =
death=20
penalty . . . we ought to be celebrating when <BR>students tackle =
the most=20
divisive, sensitive, and complex areas of <BR>contemporary=20
debate.”<BR><BR>“Academic writing is not about the private =
and the=20
personal.”<BR><BR>This month’s module, led by Elizabeth =
Vander Lei, takes us=20
deep into <BR>some of the most interesting and complicated =
landscape=20
of <BR>contemporary pedagogy, where secular academic goals meet =
with=20
the <BR>wide range of students’ systems of faith and =
religious=20
conviction, <BR>from the most passionate devotees to the most =
adamant=20
separators of <BR>church and state to those who don’t want to =
profess=20
anything but are <BR>excited nonetheless to bring it all on. =
Elizabeth’s=20
focus this month, <BR>on religious faith in composition courses, =
comes at a=20
time when <BR>social forces are colliding in politics and =
public life=20
and making <BR>their way into debates about education, especially =
what=20
should and <BR>shouldn’t be taught, allowed, given voice, or =
protected*on=20
behalf of <BR>both teachers and students*in those tangled, =
unpredictable,=20
and <BR>fascinating contact zones of our classrooms.<BR><BR>What do =
you=20
think is the appropriate place of religious faith in =
the <BR>teaching of=20
writing? What have you told your students about religion <BR>and =
its place=20
in their writing? How have you responded to students <BR>who bring =
religion=20
into their papers in a personal way, or use their <BR>own faith =
traditions=20
to support points they are making in =
their <BR>arguments?<BR><BR>Elizabeth=20
Vander Lei is Associate Professor of English at Calvin <BR>College =
in Grand=20
Rapids, Michigan. She teaches first year composition <BR>and =
advanced=20
courses in writing and the teaching of writing. Co-<BR>editor of =
Negotiating=20
Religious Faith in the Composition Classroom, <BR>Elizabeth was =
first drawn=20
to this topic by her research into the <BR>effects of religious =
faith on=20
African American rhetoric, particularly <BR>that of the modern =
civil rights=20
movement. She’s also one of the <BR>nicest, smartest, and =
hardest working=20
people you could hope to meet. <BR>I know: she served =
admirably on=20
the Executive Board of the Council of <BR>Writing Program =
Administrators,=20
and when her term was finally up, <BR>there wasn’t a person =
on the Board=20
who didn’t want either to sign her <BR>up for life or clone =
her so she=20
could stay around.<BR><BR>(Now, as to the ethical dimensions of cloning, =
different religions <BR>approach this problem from several =
perspectives.=20
First . . . .)<BR><BR>Check out Elizabeth’s module and resources =
at the=20
TeachingComp Web <BR>site, then come back to the list to start =
talking: <A=20
href=3D"http://">http://</A><BR>www.mhhe.com/socscience/english/tc/<BR><B=
R>And=20
it’s OK*sex, religion, and politics are all welcome here=20
at <BR>TeachingComp.<BR><BR>Oh, and before we launch into our =
discussion,=20
many thanks to Suzanne <BR>Blum Malley and Amy Hawkins for leading =
us last=20
month in our <BR>exploration of ethnographic writing, which, =
although it=20
has played an <BR>important role in research in the field and =
beyond, has=20
been somewhat <BR>underrepresented in treatments of pedagogy in =
spite of a=20
strong <BR>interest in its potential. We’re all the better =
informed as a=20
result <BR>of their knowledge, experience, and =
counsel.<BR><BR>Chris=20
Anson<BR>Moderator<BR><BR><BR><BR><BR>--<BR>Chris M. Anson<BR>Professor =
of=20
English<BR>Director, Campus Writing and Speaking Program<BR>Interim =
Director,=20
Ph.D. in Communication, Rhetoric, and Digital Media<BR>Box 8101 (OR) =
131G=20
Tompkins<BR>North Carolina State University<BR>Raleigh, NC =20
27695-8105<BR>(919) 513-4080<BR><A=20
href=3D"http://www.home.earthlink.net/~theansons/Portcover.html">http://w=
ww.home.earthlink.net/~theansons/Portcover.html</A><BR><BR><BR><BR><BR>__=
_____________________________________________<BR>Teaching_Composition=20
maillist - Teaching_Composition@mailman.eppg.com<BR><A=20
href=3D"http://mailman.eppg.com/mailman/listinfo/teaching_composition">ht=
tp://mailman.eppg.com/mailman/listinfo/teaching_composition</A><BR><BR>To=
=20
unsubscribe, please visit <A=20
href=3D"http://mailman.eppg.com/mailman/listinfo/teaching_composition">ht=
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