[Teaching_Composition] NEW MODULE
Chris Anson
teaching_composition@mailman.eppg.com
Tue, 10 Oct 2006 09:21:48 -0400
--Apple-Mail-303--356801784
Content-Transfer-Encoding: quoted-printable
Content-Type: text/plain;
charset=WINDOWS-1252;
delsp=yes;
format=flowed
If you've ever formed small focus groups in your class and then, to =20
get through your agenda, had to break into what you know are highly =20
productive, energetic discussions, then you'll have a sense of what =20
I'm experiencing moving us to a new module. (In such a situation you =20
might let the discussions go on longer than you'd planned=97and we've =20=
done the same, by about ten days worth.) In any case, many thanks to =20
Bill Thelin for leading us in an especially engaging discussion of =20
the "academic bill of rights," ideology in the classroom, and related =20=
topics.
Another kind of ideology is at work in our teaching and is relevant =20
to our next module, "The Linguistically Diverse Composition =20
Classroom," led by Suzanne Blum Malley. I'm thinking of instructional =20=
ideology=97beliefs about the goals and methods of the educational =20
enterprise that are predictive of how we might conduct a class =20
session, what we might write on a student's paper, how we interact =20
with members of our classes (publicly or in tutorials and office =20
hours), and how we feel about students themselves=97their preparation, =20=
their lifestyles, their appearance, their ethnicity, and the =20
varieties of language they bring to our classes. In spite of the =20
growth of world English(es) and attempts in the U.S. to erase or =20
marginalize other languages through English-only legislation, many of =20=
our campuses continue to be linguistically diverse, enrolling =20
students with a spectrum of language characteristics and influences =20
that variously affect their oral communication, the rhetorical and =20
pragmatic/discursive features of their writing, and their control of =20
surface features as well. Teachers often bring quite different =20
beliefs about the role, needs, "place for," and performance of =20
students outside the linguistic mainstream. In her module, Suzannne =20
asks us to consider such issues in the context of a crucial area of =20
language preparation and growth: the composition classroom. As =20
always, please visit the TeachingComp Web site to read Suzanne's =20
module, which includes links to some useful resources and ends with a =20=
set of discussion questions for the list: http://www.mhhe.com/=20
socscience/english/tc/
Suzanne Blum Malley is the Director of ESL and interim Director of =20
the Writing Center at Columbia College Chicago, where she teaches in =20
the ESL Program, the Writing and Rhetoric Program, and in Columbia=92s =20=
First Year Seminar. She serves as a master teacher for the University =20=
of Illinois at Chicago Master's in Applied Linguistics Program, with =20
MA students interning in her classes for a semester prior to =20
completing their degrees. Suzanne's areas of interest and research =20
include digital rhetoric and alternative pedagogies for college-level =20=
second language reading and writing. She has recently co-authored a =20
composition textbook with Amy Hawkins titled Translating Culture: A =20
Rhetoric for Ethnographic Writing in the Composition Classroom =20
(forthcoming from Houghton Mifflin).
Hablemos.
--=20
Chris M. Anson [Web site]
Professor of English
Director, Campus Writing and Speaking Program
Box 8105, North Carolina State University
Raleigh, NC 27695-8105
(919) 513-4080
--Apple-Mail-303--356801784
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html;
charset=WINDOWS-1252
<HTML><BODY style=3D"word-wrap: break-word; -khtml-nbsp-mode: space; =
-khtml-line-break: after-white-space; "><DIV class=3D"MsoNormal">If =
you've ever formed small focus groups in your class and then, to get =
through your agenda, had to break into what you know are highly =
productive, energetic discussions, then you'll have a sense of what I'm =
experiencing moving us to a new module. (In such a situation you might =
let the discussions go on longer than you'd planned=97and we've done the =
same, by about ten days worth.) In any case, many thanks to Bill Thelin =
for leading us in an especially engaging discussion of the "academic =
bill of rights," ideology in the classroom, and related =
topics.</DIV><DIV class=3D"MsoNormal">=A0<O:P></O:P></DIV><DIV =
class=3D"MsoNormal">Another kind of ideology is at work in our teaching =
and is relevant to our next module, "The Linguistically Diverse =
Composition Classroom," led by Suzanne Blum Malley. I'm thinking of =
instructional ideology=97beliefs about the goals and methods of the =
educational enterprise that are predictive of how we might conduct a =
class session, what we might write on a student's paper, how we interact =
with members of our classes (publicly or in tutorials and office hours), =
and how we feel about students themselves=97their preparation, their =
lifestyles, their appearance, their ethnicity, and the varieties of =
language they bring to our classes. In spite of the growth of world =
English(es) and attempts in the U.S. to erase or marginalize other =
languages through English-only legislation, many of our campuses =
continue to be linguistically diverse, enrolling students with a =
spectrum of language characteristics and influences that variously =
affect their oral communication, the rhetorical and pragmatic/discursive =
features of their writing, and their control of surface features as =
well. Teachers often bring quite different beliefs about the role, =
needs, "place for," and performance of students outside the linguistic =
mainstream. In her module, Suzannne asks us to consider such issues in =
the context of a crucial area of language preparation and growth: the =
composition classroom. As always, please visit the TeachingComp Web site =
to read Suzanne's module, which includes links to some useful resources =
and ends with a set of discussion questions for the list: <A =
href=3D"http://www.mhhe.com/socscience/english/tc/">http://www.mhhe.com/so=
cscience/english/tc/</A> </DIV><DIV =
class=3D"MsoNormal">=A0<O:P></O:P></DIV><DIV class=3D"MsoNormal">Suzanne =
Blum Malley is the Director of ESL and interim Director of the Writing =
Center at Columbia College Chicago, where she teaches in the ESL =
Program, the Writing and Rhetoric Program, and in Columbia=92s First =
Year Seminar. She serves as a master teacher for the University of =
Illinois at Chicago Master's in Applied Linguistics Program, with MA =
students interning in her classes for a semester prior to completing =
their degrees. Suzanne's areas of interest and research include digital =
rhetoric and alternative pedagogies for college-level second language =
reading and writing. She has recently co-authored a composition textbook =
with Amy Hawkins titled <I>Translating Culture: A Rhetoric for =
Ethnographic Writing in the Composition Classroom</I><SPAN style=3D""> =
(forthcoming from Houghton Mifflin).<O:P></O:P></SPAN></DIV><BR><DIV> =
<SPAN class=3D"Apple-style-span" style=3D"border-collapse: separate; =
border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; =
font-size: 12px; font-style: normal; font-variant: normal; font-weight: =
normal; letter-spacing: normal; line-height: normal; text-align: auto; =
-khtml-text-decorations-in-effect: none; text-indent: 0px; =
-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; "><SPAN =
class=3D"Apple-style-span" style=3D"border-collapse: separate; =
border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; =
font-size: 12px; font-style: normal; font-variant: normal; font-weight: =
normal; letter-spacing: normal; line-height: normal; text-align: auto; =
-khtml-text-decorations-in-effect: none; text-indent: 0px; =
-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; "><SPAN =
class=3D"Apple-style-span" style=3D"border-collapse: separate; =
border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; =
font-size: 12px; font-style: normal; font-variant: normal; font-weight: =
normal; letter-spacing: normal; line-height: normal; text-align: auto; =
-khtml-text-decorations-in-effect: none; text-indent: 0px; =
-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; "><SPAN =
class=3D"Apple-style-span" style=3D"border-collapse: separate; =
border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; =
font-size: 12px; font-style: normal; font-variant: normal; font-weight: =
normal; letter-spacing: normal; line-height: normal; text-align: auto; =
-khtml-text-decorations-in-effect: none; text-indent: 0px; =
-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; "><SPAN =
class=3D"Apple-style-span" style=3D"border-collapse: separate; =
border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; =
font-size: 12px; font-style: normal; font-variant: normal; font-weight: =
normal; letter-spacing: normal; line-height: normal; text-align: auto; =
-khtml-text-decorations-in-effect: none; text-indent: 0px; =
-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; "><SPAN =
class=3D"Apple-style-span" style=3D"border-collapse: separate; =
border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; =
font-size: 12px; font-style: normal; font-variant: normal; font-weight: =
normal; letter-spacing: normal; line-height: normal; text-align: auto; =
-khtml-text-decorations-in-effect: none; text-indent: 0px; =
-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; "><SPAN =
class=3D"Apple-style-span" style=3D"border-collapse: separate; =
border-spacing: 0px 0px; color: rgb(0, 0, 0); font-family: Helvetica; =
font-size: 12px; font-style: normal; font-variant: normal; font-weight: =
normal; letter-spacing: normal; line-height: normal; text-align: auto; =
-khtml-text-decorations-in-effect: none; text-indent: 0px; =
-apple-text-size-adjust: auto; text-transform: none; orphans: 2; =
white-space: normal; widows: 2; word-spacing: 0px; =
"><DIV>Hablemos.</DIV><DIV><BR =
class=3D"khtml-block-placeholder"></DIV><DIV><BR =
class=3D"khtml-block-placeholder"></DIV><DIV>--=A0<BR>Chris M. Anson=A0<A =
href=3D"http://www.home.earthlink.net/~theansons/Portcover.html"><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; ">[Web =
site]</SPAN></SPAN></SPAN></A></DIV><DIV>Professor of English=A0<BR><A =
href=3D"www2.chass.ncsu.edu/cwsp"><SPAN class=3D"Apple-style-span" =
style=3D"color: rgb(0, 0, 238); -khtml-text-decorations-in-effect: =
underline; "><SPAN class=3D"Apple-style-span" style=3D"color: rgb(0, 0, =
238); -khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; "><SPAN =
class=3D"Apple-style-span" style=3D"color: rgb(0, 0, 238); =
-khtml-text-decorations-in-effect: underline; ">Director, Campus Writing =
and Speaking Program=A0</SPAN></SPAN></SPAN></SPAN></SPAN></A><BR>Box =
8105,=A0North Carolina State University=A0<BR>Raleigh, NC=A0 =
27695-8105=A0<BR>(919) 513-4080=A0<BR></DIV><BR =
class=3D"Apple-interchange-newline"></SPAN></SPAN></SPAN></SPAN></SPAN></S=
PAN></SPAN> </DIV><BR></BODY></HTML>=
--Apple-Mail-303--356801784--