[Teaching_Composition] NEW MODULE
Pat McQueeney
teaching_composition@mailman.eppg.com
Wed, 8 Mar 2006 23:00:23 -0600
This is a multi-part message in MIME format.
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Maybe someone can help me give credit for this idea (definitely not =
original with me), but I have students discuss issues through "lenses": =
economic, political, moral, etc. It works beautifully and they =
understand the idea of looking through glasses or a camera. =20
Unfortunately, when dealing with morality, students still have a =
difficulty dealing with the possibility that their values may not be =
universal. Today, for example, I asked a student if her sentence that =
began with "Christians believe..." was, in that case, an =
over-generalization, because her understanding of Christianity is not =
held universally by Christians.=20
Mary Pat McQueeney=20
Johnson County Community College English Overland Park, KS=20
http://staff.jccc.net/pmcqueen=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
-----Original Message-----
=20
From: teaching_composition-admin@mailman.eppg.com on behalf of Laura D =
Card
Sent: Wed 3/8/2006 10:02 AM
To: teaching_composition@mailman.eppg.com
Subject: Re: Re: [Teaching_Composition] NEW MODULE
=20
First of all, thank you for bringing up this module topic. So far, =
you've discussed some of the very ideas I've struggled with and I =
appreciate your insights. Right now I teach at a church-owned =
university, but I have taught at a state-run university and college =
where the division of church and state was a concern. Interestingly, at =
both the church-owned and the state-run institutions, I have taught =
people of various faiths who brought their beliefs into the papers they =
wrote for my classes, so addressing the process of making a logical =
argument where moral and faith-based values enter into play hits close =
to home and seems to hit close to home for many of you.=20
At first, when I first started teaching, I was adamant about my students =
learning to make good arguments based on the sound logic valued by =
secular scholars. However, lately I've been re-thinking my stance as =
being narrow-minded and short-sighted. So, here's a question: Have any =
of you talked about audience, purpose, and context in relation to the =
arguments being made? It seems to me that at times using scripture or =
ecclesiastical quotes might be absolutely in order if the purpose is to =
write a theological text or if the audience would also accept the =
authority of such texts. In fact, students with strong beliefs need to =
know how to write arguments within their belief structure. Then at other =
times it would be useful to know how to construct an argument supporting =
the same ideals or discussing the same topic, but using secular texts =
and examples as evidence. I haven't tried it (has anyone?), but it seems =
like it would be an interesting and useful exercise to write about the =
same value-based topic from a religious standpoint, or environmental or =
whatever, and then write about it from a "non-believer" standpoint. Not =
everyone will be persuaded by the same type of evidence or argument, but =
there is a crying need to be able to see various viewpoints and be =
somewhat logical about them so we can communicate about common problems =
and understand where people with different perspectives are coming from =
and maybe come to some kind of productive consensus. Anyone had any =
success doing anything like writing from two different stances?
Laura Card
English Department
Brigham Young University
-----Original Message-----
From: Connie Schomburg <schomburgc@yahoo.com>
To: teaching_composition@mailman.eppg.com
Date: Wed, 08 Mar 2006 06:39:47 -0800 (PST)
Subject: Re: [Teaching_Composition] NEW MODULE
Hi Everyone,
I can't imagine "banning" discussions of personal
issues like faith or politics; the best/most
interesting class discussions I've ever tried to
moderate revolved around those very issues. And yes,
I know that some students are inclined to cite
religious texts as support for their arguments even
though that support is based on emotion, not fact...
but I think my job as their instructor is to try to
convince them that there may be and probably are other
ways of viewing the topic under discussion. I believe
my job is to welcome (and challenge, if need be) ALL
of their viewpoints, whether I personally agree with
them or not. As one who holds deeply-felt beliefs
about a number of topics, why would I want my students
to cringe from doing so? I'm awfully glad we've been
invited to share our opinions in this module!
Dr. Connie Schomburg
Creighton University
--- Emmanuel Sigauke <esigauke@ccsf.edu> wrote:
> 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.=20
> 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".=20
> 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.=20
>=20
>=20
> Emmanuel Sigauke
> English Department
> City College of San Francisco=20
> 50 Phelan Avenue
> San Francisco, CA 94112
> Phone:(415) 452-7059
> >>> chris_anson@ncsu.edu 03/03/06 7:38 PM >>>
> TeachingComp Listers:
>=20
>=20
> Perhaps you've heard or experienced the following in
> your work as a =20
> writing teacher or WPA:
>=20
> "I disallow the use of religious texts as
> appropriate evidence for =20
> argumentative writing."
>=20
> "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."
>=20
> "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."
>=20
> "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)."
>=20
> "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-=20
> shooting . . . . anything."
>=20
> "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."
>=20
> "Academic writing is not about the private and the
> personal."
>=20
> 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.
>=20
> 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?
>=20
> 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-=20
> 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.
>=20
> (Now, as to the ethical dimensions of cloning,
> different religions =20
> approach this problem from several perspectives.
> First . . . .)
>=20
> Check out Elizabeth's module and resources at the
> TeachingComp Web =20
> site, then come back to the list to start talking:
> http://=20
> www.mhhe.com/socscience/english/tc/
>=20
> And it's OK*sex, religion, and politics are all
> welcome here at =20
> TeachingComp.
>=20
> 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.
>=20
> Chris Anson
> Moderator
>=20
>=20
>=20
>=20
> --=20
> Chris M. Anson
> Professor of English
> Director, Campus Writing and Speaking Program
> Interim Director, Ph.D. in Communication, Rhetoric,
> and Digital Media
>=20
=3D=3D=3D message truncated =3D=3D=3D
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Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around=20
http://mail.yahoo.com=20
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<P><FONT SIZE=3D2>Maybe someone can help me give credit for this idea =
(definitely not original with me), but I have students discuss issues =
through "lenses": economic, political, moral, etc. =
It works beautifully and they understand the idea of looking through =
glasses or a camera. <BR>
<BR>
Unfortunately, when dealing with morality, students still have a =
difficulty dealing with the possibility that their values may not be =
universal. Today, for example, I asked a student if her sentence =
that began with "Christians believe..." was, in that case, an =
over-generalization, because her understanding of Christianity is not =
held universally by Christians.<BR>
<BR>
<BR>
<BR>
Mary Pat McQueeney<BR>
Johnson County Community College English Overland Park, KS<BR>
<A =
HREF=3D"http://staff.jccc.net/pmcqueen">http://staff.jccc.net/pmcqueen</A=
><BR>
<BR>
"Good writing is hard work!" ~~Snoopy<BR>
<BR>
<BR>
<BR>
</FONT>
</DIV>
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</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">-----Original Message-----</FONT>
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From: teaching_composition-admin@mailman.eppg.com on behalf of Laura D =
Card<BR>
Sent: Wed 3/8/2006 10:02 AM<BR>
To: teaching_composition@mailman.eppg.com<BR>
Subject: Re: Re: [Teaching_Composition] NEW MODULE<BR>
<BR>
First of all, thank you for bringing up this module topic. So far, =
you've discussed some of the very ideas I've struggled with and I =
appreciate your insights. Right now I teach at a church-owned =
university, but I have taught at a state-run university and college =
where the division of church and state was a concern. Interestingly, at =
both the church-owned and the state-run institutions, I have taught =
people of various faiths who brought their beliefs into the papers they =
wrote for my classes, so addressing the process of making a logical =
argument where moral and faith-based values enter into play hits close =
to home and seems to hit close to home for many of you.<BR>
At first, when I first started teaching, I was adamant about my students =
learning to make good arguments based on the sound logic valued by =
secular scholars. However, lately I've been re-thinking my stance as =
being narrow-minded and short-sighted. So, here's a question: Have any =
of you talked about audience, purpose, and context in relation to the =
arguments being made? It seems to me that at times using scripture or =
ecclesiastical quotes might be absolutely in order if the purpose is to =
write a theological text or if the audience would also accept the =
authority of such texts. In fact, students with strong beliefs need to =
know how to write arguments within their belief structure. Then at other =
times it would be useful to know how to construct an argument supporting =
the same ideals or discussing the same topic, but using secular texts =
and examples as evidence. I haven't tried it (has anyone?), but it seems =
like it would be an interesting and useful exercise to write about the =
same value-based topic from a religious standpoint, or environmental or =
whatever, and then write about it from a "non-believer" =
standpoint. Not everyone will be persuaded by the same type of evidence =
or argument, but there is a crying need to be able to see various =
viewpoints and be somewhat logical about them so we can communicate =
about common problems and understand where people with different =
perspectives are coming from and maybe come to some kind of productive =
consensus. Anyone had any success doing anything like writing from two =
different stances?<BR>
<BR>
Laura Card<BR>
English Department<BR>
Brigham Young University<BR>
<BR>
-----Original Message-----<BR>
From: Connie Schomburg <schomburgc@yahoo.com><BR>
To: teaching_composition@mailman.eppg.com<BR>
Date: Wed, 08 Mar 2006 06:39:47 -0800 (PST)<BR>
Subject: Re: [Teaching_Composition] NEW MODULE<BR>
<BR>
Hi Everyone,<BR>
I can't imagine "banning" discussions of personal<BR>
issues like faith or politics; the best/most<BR>
interesting class discussions I've ever tried to<BR>
moderate revolved around those very issues. And yes,<BR>
I know that some students are inclined to cite<BR>
religious texts as support for their arguments even<BR>
though that support is based on emotion, not fact...<BR>
but I think my job as their instructor is to try to<BR>
convince them that there may be and probably are other<BR>
ways of viewing the topic under discussion. I believe<BR>
my job is to welcome (and challenge, if need be) ALL<BR>
of their viewpoints, whether I personally agree with<BR>
them or not. As one who holds deeply-felt beliefs<BR>
about a number of topics, why would I want my students<BR>
to cringe from doing so? I'm awfully glad we've been<BR>
invited to share our opinions in this module!<BR>
Dr. Connie Schomburg<BR>
Creighton University<BR>
<BR>
--- Emmanuel Sigauke <esigauke@ccsf.edu> wrote:<BR>
<BR>
> Let me be the first to respond. When I teach<BR>
> research and the use of evidence, I often remind the<BR>
> students to be fair in the presentation of grounds<BR>
> and warrants for their claims. By fairness I mean<BR>
> they should provide evidence that leaves room<BR>
> objections. As a teacher I do not want to seem to be<BR>
> telling a student that his or her religious support<BR>
> for a claim is fallacious. While I may, I realize<BR>
> that this may have a strong effect on the way the<BR>
> student write after the feedback. While there is<BR>
> nothing wrong in inviting the authority of a<BR>
> religious document in presenting and supporting a<BR>
> claim, the invocation should be done is a way that<BR>
> weakens the writer's argument. I have often noticed<BR>
> that where religious grounds are used there is<BR>
> usually argument. Debates on issues like gay<BR>
> marriage, capital punishment are cases in point.<BR>
> Supporting a point of view on these issues soley on<BR>
> religious grounds may limit the student options, and<BR>
> worse, the reader's response. For instance, if!<BR>
> a student were to use a Bible verse to support a<BR>
> claim, there is the possibility that objections may<BR>
> center on the verse, and not the argument; yet,<BR>
> respecting the authority of the Bible, some students<BR>
> may not be willing to argue against the stated<BR>
> message.<BR>
> Additionally, given that some readers may be<BR>
> concerned with showing their sensitivity to the<BR>
> reader's religious faith, they may not be willing to<BR>
> seem to oppose what at the moment may seem<BR>
> "politically correct".<BR>
> Some kinds of evidence, for instance what<BR>
> Shakespeare said, or the Oxford Advanced Dictionary,<BR>
> or the Webster's may have the same effect that use<BR>
> of faith may have in arguments. Their supposed<BR>
> authority may be used to "shut" readers up, hence<BR>
> contributing to the ever expanding field of<BR>
> fallacies.<BR>
><BR>
><BR>
> Emmanuel Sigauke<BR>
> English Department<BR>
> City College of San Francisco<BR>
> 50 Phelan Avenue<BR>
> San Francisco, CA 94112<BR>
> Phone:(415) 452-7059<BR>
> >>> chris_anson@ncsu.edu 03/03/06 7:38 PM >>><BR>
> TeachingComp Listers:<BR>
><BR>
><BR>
> Perhaps you’ve heard or experienced the following in<BR>
> your work as a <BR>
> writing teacher or WPA:<BR>
><BR>
> “I disallow the use of religious texts as<BR>
> appropriate evidence for <BR>
> argumentative writing.”<BR>
><BR>
> “Expressions of faith are OK in my class as long as<BR>
> they’re in mostly <BR>
> expressive writing such as journals, freewrites, and<BR>
> the like.”<BR>
><BR>
> “In class discussions, I shy away from highly<BR>
> personal accounts <BR>
> because they are too emotionally charged, and these<BR>
> include matters <BR>
> of political ideology and religion.”<BR>
><BR>
> “I was appalled to learn that my colleague tolerates<BR>
> the inclusion of <BR>
> references to certain faith traditions in some<BR>
> students’ writing <BR>
> (mostly among international students who are not<BR>
> Christians) but not <BR>
> from others (mostly American Christians).”<BR>
><BR>
> “I welcome everything and anything in my course as<BR>
> long as it is not <BR>
> discriminatory or hateful. Right, left, Christian,<BR>
> Muslim, agnostic, <BR>
> Wikka, anti- and pro-abortion rights, tree-hugging<BR>
> and deer-<BR>
> shooting . . . . anything.”<BR>
><BR>
> “I can’t stand it when I hear that a composition<BR>
> teacher ‘bans’ <BR>
> Topics X, Y, and Z from the spectrum of research<BR>
> topics*gun control, <BR>
> abortion, the death penalty . . . we ought to be<BR>
> celebrating when <BR>
> students tackle the most divisive, sensitive, and<BR>
> complex areas of <BR>
> contemporary debate.”<BR>
><BR>
> “Academic writing is not about the private and the<BR>
> personal.”<BR>
><BR>
> This month’s module, led by Elizabeth Vander Lei,<BR>
> takes us deep into <BR>
> some of the most interesting and complicated<BR>
> landscape of <BR>
> contemporary pedagogy, where secular academic goals<BR>
> meet with the <BR>
> wide range of students’ systems of faith and<BR>
> religious conviction, <BR>
> from the most passionate devotees to the most<BR>
> adamant separators of <BR>
> church and state to those who don’t want to profess<BR>
> anything but are <BR>
> excited nonetheless to bring it all on. Elizabeth’s<BR>
> focus this month, <BR>
> on religious faith in composition courses, comes at<BR>
> a time when <BR>
> social forces are colliding in politics and public<BR>
> life and making <BR>
> their way into debates about education, especially<BR>
> what should and <BR>
> shouldn’t be taught, allowed, given voice, or<BR>
> protected*on behalf of <BR>
> both teachers and students*in those tangled,<BR>
> unpredictable, and <BR>
> fascinating contact zones of our classrooms.<BR>
><BR>
> What do you think is the appropriate place of<BR>
> religious faith in the <BR>
> teaching of writing? What have you told your<BR>
> students about religion <BR>
> and its place in their writing? How have you<BR>
> responded to students <BR>
> who bring religion into their papers in a personal<BR>
> way, or use their <BR>
> own faith traditions to support points they are<BR>
> making in their <BR>
> arguments?<BR>
><BR>
> Elizabeth Vander Lei is Associate Professor of<BR>
> English at Calvin <BR>
> College in Grand Rapids, Michigan. She teaches first<BR>
> year composition <BR>
> and advanced courses in writing and the teaching of<BR>
> writing. Co-<BR>
> editor of Negotiating Religious Faith in the<BR>
> Composition Classroom, <BR>
> Elizabeth was first drawn to this topic by her<BR>
> research into the <BR>
> effects of religious faith on African American<BR>
> rhetoric, particularly <BR>
> that of the modern civil rights movement. She’s also<BR>
> one of the <BR>
> nicest, smartest, and hardest working people you<BR>
> could hope to meet. <BR>
> I know: she served admirably on the Executive Board<BR>
> of the Council of <BR>
> Writing Program Administrators, and when her term<BR>
> was finally up, <BR>
> there wasn’t a person on the Board who didn’t want<BR>
> either to sign her <BR>
> up for life or clone her so she could stay around.<BR>
><BR>
> (Now, as to the ethical dimensions of cloning,<BR>
> different religions <BR>
> approach this problem from several perspectives.<BR>
> First . . . .)<BR>
><BR>
> Check out Elizabeth’s module and resources at the<BR>
> TeachingComp Web <BR>
> site, then come back to the list to start talking:<BR>
> <A HREF=3D"http://">http://</A><BR>
> www.mhhe.com/socscience/english/tc/<BR>
><BR>
> And it’s OK*sex, religion, and politics are all<BR>
> welcome here at <BR>
> TeachingComp.<BR>
><BR>
> Oh, and before we launch into our discussion, many<BR>
> thanks to Suzanne <BR>
> Blum Malley and Amy Hawkins for leading us last<BR>
> month in our <BR>
> exploration of ethnographic writing, which, although<BR>
> it has played an <BR>
> important role in research in the field and beyond,<BR>
> has been somewhat <BR>
> underrepresented in treatments of pedagogy in spite<BR>
> of a strong <BR>
> interest in its potential. We’re all the better<BR>
> informed as a result <BR>
> of their knowledge, experience, and counsel.<BR>
><BR>
> Chris Anson<BR>
> Moderator<BR>
><BR>
><BR>
><BR>
><BR>
> --<BR>
> Chris M. Anson<BR>
> Professor of English<BR>
> Director, Campus Writing and Speaking Program<BR>
> Interim Director, Ph.D. in Communication, Rhetoric,<BR>
> and Digital Media<BR>
><BR>
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