Formula and Tradition--Blog #9

I didn't know what to expect at the start of this Why the "Research Paper" Isn't Working (2011), considering how strongly I feel about the importance of research papers, but I found myself nodding in understanding with much of what author Barbara Fister had to say on the topic. A lot of the research paper process can translate as pointless and confusing rules, and much of this pointless confusion begins and ends with citations. At the start of her article, Fister links to a blog post that she wrote in 2009, called Manual Labor, in which she mourns the stupidity of the updated MLA and APA guidelines. One part of this article that particularly stood out to me was the following paragraph:

And what exactly are the learning outcomes of creating an error-free list of references? You learn that research is a pain in the butt. You learn that it’s really, really important to follow pointless rules with utter scrupulousness. You learn that, at the end of the day, you’ll get points off because you didn’t follow the pointless rules – unless, of course, you’re making a bundle off book sales, in which case “nonsignificant” is a valid defense.

Really though, if we're being honest, where is the lie? We've all had that that one professor. The type you're terrified of because s/he is the type to take away credit due to an incorrectly applied citation, or quotation style. We've all written research papers, done the research, and worried all the while that that one professor might focus too much on style over content. And most of us, as Fister points out, have thrown together the Works Cited page the night before the paper was due, with painstaking attention paid to every word for fear of being penalized for an incorrect citation style. If you stop to think about it, this does sound pretty ludicrous.

Going back to the assigned article, Fister makes another compelling point in saying:

The first year 'research paper' has always sent a mixed message. You’re supposed to be original, but must quote someone else to back up every point you make - while in constant fear that you’ll be accused of stealing from them.The obscure rules of citing sources only exacerbates the confusion and focuses attention on mechanics.

Fister suggests that students writing outside of the research paper structure have plenty to say because they aren't limited and find more personal satisfaction outside of the traditional conventions. She proposes that students learn enough to know the importance of finding sources and valid information, but suggests that the traditional research paper isn't the right way to go about presenting this information. She suggests, "If you want students to learn about a topic and be able to synthesize information effectively, fine – but don’t call it research. Turn it into a presentation, an informational brochure, or a Wikipedia article." She then notes an interesting counter to the traditional research paper, an idea presented by Nick Carbone, that students "first learn to write using sources the way people outside academia do—drawing them into the text as journalists and essayists do. The fussiness of citation rules can be left until students are writing something truly academic, in their junior or senior year."

Now, for my opinion. I think this is an interesting theory, and I think it could work for some students, particularly those who aren't going to care that much about style in the first place. Ultimately however, I feel the same way about this as I do about the importance of learning grammar in the classroom-- it's important. As an English major, I've had that one professor and by God, I'm grateful for her because, despite the hell she put me through, I learned how to format a paper. She taught me awareness, and she taught me that there are certain ways to do things. I don't think style should be judged over content, but it is important, and there is something to be said for tradition. The students who are going to care about strict attention to style will learn how to work with it, and those who need just survive the class will experience the true way of formatting a traditional paper.

Admittedly, this is a tricky situation because, like much of what we have discussed thus far, there isn't one correct answer. For all the complaints against citations and the rigid rules surrounding them, there is something to be said for the discipline of learning these methods. It is entirely possible to turn the rules into guidelines, and write an incredible paper with and despite them. However, writing is not a one-size-fits-all process, and different approaches work for different people. I personally think there is real merit to be found in the citation styles, because I do find purpose in setting parameters.

Next up, we have a slightly older article, from 2000, The Popularity of Formulaic Writing (And Why We Need to Resist) by Mark Wiley. This article immediately seems to tie in well to the first selection, after all, what's more formulaic that citation styles?

Wiley immediately states his opinion that "formulaic writing is the actual villain in this classroom drama....it is the pedagogical blindness that formulaic writing leads to that disturbs me and that seems to be the real culprit" (61). He goes on to introduce Schaffer's approach to writing, a highly formulaic approach which feels quite familiar to me, as resembling the formula I leaned as a young student.

Wiley fairly highlights the strengths of Schaffer's approach as unifying students by having all focus on the same concepts-- repetitively and consistently, creating a unified front through all classrooms. This approach focuses on the importance of fact over opinion-- a key separation that will be crucial for students to understand throughout their academic lives. Schaffer's approach teaches that claims must be made and substantiated in very specific and clear-cut ways. At bare minimum, this formulaic method gives all students a rudimentary understanding of how to write an essay.

On the flip side, some find Schaffer's approach to be too bare-bones and stifling. Wiley cites one teacher as saying that students need to learn "writing fluency.....not simply learn how to fill out a form" (63). This is a fair criticism, the bare-bones approach can appear to be very much a skeleton with not much room left for growth. The essay is also supposed to be a flexible form, and Schaffer's method certainly doesn't appear to be flexible, despite, interestingly enough, Schaffer's own proclamation that "writing is an act of discovery" (qtd. in Wiley 64).

Once again, I'm conflicted in reacting to this article. Personally, I learned to write an essay using formulaic methods, and it never stopped me. Every essay I wrote throughout elementary and middle school was in the five paragraph structure: introduction, three topic sentences, conclusion. This structure was set in stone, but it didn't keep me from growing to love writing, and this might just be a situation in which those who are going to love writing will love it regardless, and those who don't, won't. One of the problematic things that Wiley mentions is that some students might learn this structure and cling to it forever, to which I respond, it's a good thing I didn't learn addition and subtraction and refuse to move on from that point in my mathematics education.

That being said, I get it. Structure is boring, dull, and rigid, and might not work for everyone. Wiley moves toward a more conceptual understanding of Schaffer's approach later in his article, as he cites James Collins, who has suggested that Schaffer's approach not be applied mechanically, but understood as a method that can be adapted to fit particular situations. Ultimately, I think this is the best way of looking at this dilemma. Similarly to what I said above, I think that structure and formula is important in learning, and once you know the method, you can work with it. Students, especially children, need parameters, and formulaic writing instruction may be one such parameter. That all being said, I'd be interested to hearing a counter approach to the formulaic method because there's always room for new ideas that will teach and serve the students in the best ways possible.

Tools to Inspire (Student) Writers

#WhyIWrite - An Introduction

"Moses said to the Lord, ‘Pardon your servant, Lord. I have never been eloquent, neither in the past nor since you have spoken to your servant. I am slow of speech and tongue.’ The Lord said to him, ‘Who gave human beings their mouths? Who makes them deaf or mute? Who gives them sight or makes them blind? Is it not I, the Lord? Now go; I will help you speak and will teach you what to say.’” Exodus 4:10-12

I write because, from a young age, writing is how I am best able to express my feelings and communicate with others. I have always struggled to have the confidence to speak in front of people, a limitation I am slowly fighting to overcome, but I have always been able to communicate through writing. I believe God gives us gifts, and I feel that writing is the gift that has been given to me. I write to communicate, and believe that words are power. Because the ability to write has helped me so much in my life, I want to share this gift with other students.

My #WhyIWrite project is a list of strategies and ideas for teachers looking for new ways to help and inspire their students-- those who love writing, and those who do not. Although this list is directed at teachers looking to inspire their students, I believe that writers of all ages and stages will find it to be a wonderful compilation of resources. Let's begin!

Strategy #1: Grammar Review

Teachers can take for granted that all students are on the same level of understanding grammar and basic writing skills when, in reality, this may be far from the truth. In a college classroom, the students are coming from various backgrounds, and the best place to begin is with basic grammar. Here is a review of basic grammar from Cayuga Community College, prepared by Professor James Delaney.

Another fantastic tool for anyone interested in refreshing their knowledge of grammar is The Gremlins of Grammar by Toni Boyle and K.D. Sullivan. This book is both engaging and educational, and deserves a spot on every bookshelf in the world. It is particularly excellent for students who need to refresh their grammar, but find traditional instructional methods to be incomprehensible and dry (sorry, Strunk and White).

By starting on the ground floor, each student should feel that they are prepared to tackle what comes next-- the actual writing. At best, the students who are unfamiliar with basic grammatical rules will have the opportunity to learn. At worst, the students who already have an understanding of English grammar will be able to refresh their knowledge.

If you or your students are interested in the “why” beyond some grammar rules, than Mignon Fogarty, a.k.a. Grammar Girl, is the girl for you. Her blogs and podcasts cover topics such as the difference between affect and effect, used to vs. use to, and who vs. whom. Whether you’re writing a paper, or are just curious about the intricacies of the English language, Mignon probably has the answer.

Strategy #2: Structure Review

Much like grammar, we often are quick to assume that students are all on the same page in knowing how an essay (of any kind) is structured. While I had the five paragraph essay format hammered into my head at a young age, I cannot assume that each of my readers (or students) have had the same experience.

The following link includes a wealth of guiding information from Dr. Randy Rambo, of Illinois Valley Community College, regarding the basic steps of composing an essay. It also helpfully includes samples.

Guidelines for All Essays

In addition to essay writing guidelines, Rambo also provides a detailed explanation of punctuation and grammar, stylistic matters, writing with sources, and more.

Strategy #3: Writing is Crucial to All Majors

“I’m not an English major, I’m an [insert major here].  I don’t need to know how to write well.” This ever-popular straw man argument against writing classes is often heard uttered from the lips of students disinterested in writing, but forced into it by course requirements.  In reality, the ability to write and communicate well is as crucial for every major as the ability to do basic addition and subtraction. As true as it is that writing is crucial to students of all disciplines, this truth is not necessarily going to be embraced by every computer science or engineering major who could easily question when they’ll need writing skills in their respective fields.

For some people, examples are key. Below I have listed three articles from the Wall Street Journal, the Washington Post and Forbes, all dates from within the past five years, stating the importance of writing skills in the workplace.

I Don't Tolerate Poor Grammar

This Embarrasses You and I*

Career Coach: Are writing skills necessary anymore?

Strategy #4: Make it Fun!

As someone who has been immersed in grammatical studies all my life, it is easy for me to slash at a paper full of egregious grammatical or spelling errors. While the correction of such things does certainly have its place, it is important to remember that such things can be disheartening to students. It can be easy to forget that to many students, the intricacies of grammar only matter in dusty, old textbooks and bear no relevance to reality. In this case, a relevant example can make all of the difference in the world-- after all, don’t discount the importance of fun! Before jumping into the serious stuff, an intro like the following can be a great way to get students’ toes wet. These lessons examine such things as metaphor, visual representation, and speaker/audience relationships, all of which are important to understand in the student’s own writing.

Teach Argument/Rhetorical Analysis with Taylor Swift’s Style

Teach Argument/Rhetorical Analysis with Adele’s Hello

For the sake of holding students’ attention, I would recommend a quiz or worksheet in addition to this video, but I recommend it as an entertaining, relevant way to introduce the importance of analysis.

Strategy #5: The Internet is Your Friend

“Teacher knows best.” Although the traditional classroom approach may have once supported this impression, we now have tools that can eliminate this antiquated philosophy entirely. The internet provides a wealth of information, and much of it is completely free! In addition to free-of-charge information, writing inspiration and tools for writers are also widely available.

One quick Pinterest search led me to this list of fantastic resources for writers along each step of the writing journey. One in particular that stood out to me was Stellar, which allows users to tell their story with pictures and videos, alongside text. Some students are more visual than others, and this is a cool way to incite their interest. Although it would not work for every paper expected in a freshman comp class (i.e. research papers), it could be an exciting thing to incorporate in a short story or memoir. Students need to see that writing while crucially practical, is not limited to professional settings.

Strategy #6: Inspiration

The best way to learn is by doing, and the best way to learn writing is to write. However, how do you know what to write about? One-size-fits-all prompts aren’t meant for everyone, and might give students the ability to say, “I didn’t know how to respond.” In this day and age, that’s no longer than excuse, evidenced by the existence of sites such as Writing Exercises, and their Random Subject Generator. In addition to the subject generator, the site has functions such as Random First Line prompts, Random Plot Generator (if you were looking for a story idea), and Random Scenario. No more excuses!

Another way to inspire students is to encourage them to use their own platforms to find writing inspiration. Sites like Pinterest, Tumblr, Twitter, and Facebook are filled with groups and accounts dedicated to inspirational quotes to respond to, and writing prompts-- they’re only one quick search away.

Conclusion

Considering the amount of inspiration and helpful resources that the internet has to offer, there is no longer any reason for writing to be considered boring or irrelevant. This article covers a lot of resources, and this is only a small fraction that the internet has to offer. I have learned so much through my findings, and I hope you have as well. It is my most sincere hope that you use these resources for yourself and your students, and find success in encouraging young minds to write.

#WhyIWrite Project Memo- Blog #8

I am incredibly excited about my #WhyIWrite draft. At first, I was unsure if my list of resources would come together in the way I intended, but I am happy with my progress. My biggest concern was that I would be unable to find potential solutions to issues in the field of writing studies, but I was pleasantly surprised to find that I was concerned in vain. Writing means the world to me, and I think it's important to make it accessible to all kinds of students, especially those who might struggle and want to give up. I believe there is always a way to inspire.
I still have some work to do, but I am happy with my progress thus far. I'm hoping to have a final list of ten solutions, but as for now I am proud of the solid six I've compiled. I am looking forward to the peer-review session on Monday because I want to ensure that my list reflects back on the theme of our project (#WhyIWrite), and that the format is the best that it could be--or if there's anything I can do to make it more interesting.

Questions:

1. Does this effectively connect with the overarching #WhyIWrite theme?
2. Is there any way I can make this more interesting/engaging to students?
3. Is Google docs the most effective way of presenting this information?
4. As teachers, do you have ideas for more "solutions"? Is there anything you think I should look into that would help students be more interested in writing?

Looking Back and Looking Forward-- Blog #7

"Looking Back as We Look Forward: Historicizing Writing Assessment" by Kathleen Yancey

It's always interesting to consider how things change as years go by, and writing assessment is no exception to this. Upon delving into this essay, I found myself immediately stopping to consider that, as we have discussed before, writing assessment and composition studies have only really been analyzed since the 1950s. When we discuss waves and trends therefore, they are only dating back ~66 years, which is a chunk of time, but certainly not very much relatively. This is a bit of a tangent, but it makes me wonder what writing instruction in schools was like earlier in history. 

Going back to the essay, Yancey writes about the three waves of writing assessment: objective tests (1950s-70s), the hollistically scored essay (1970-86), and portfolio/programmatic assessment (2986-present). These three approaches are exactly as different as they appear, but they share the commonality that all are grounded in method. 

I think there is a good deal of merit in suggesting that other approaches to writing assessment are equally as valid, because the three waves mentioned in Yancey's piece give a great deal of power to the teacher as the final judge over a student's writing and, as we have discussed in other classes, this often does not yield the best outcome. For this reason, I appreciate the future issues that Yancey points to, first, the role of students' "self" in their writing, second, how assessment can be used to help students and third, what the teacher can learn from the assessment. I appreciate the focus on these issues because I think they offer much more to everyone involved in the writing process. They are less objective goals and leave room for subjective findings.

From what I gathered through this essay, the three waves had their purposes in student writing. Objective tests and portfolio assessment did work in some contexts and for some students, but a big part of teaching is adjusting to changing times and changing needs. In the 50s, for example, Yancey notes that the use of tests served to determine what the students needed to know and where they should be placed. A solid example of this would be Paul Diederich's explanation of "The best test to use at the college entrance level..." (7). He offers a fair, objective presentation about how students results should correspond to one another, but fails to take into consideration all of the variables that can change. As Yancey notes, Diederich's placement exercise is "an exercise in numbers, not words" (7). 

As time went on, modes of assessment shifted and the question of validity came into the picture. Instead of looking at objective test scores, new forms of assessment examined the essay test and measured it up against certain standards of reliability. Instead of comparing numerial scores, this movement emphasized the comparison of works. This form of assessment was a huge step forward because it helped to bring composition into the real world, rather than in the classroom, relegated to a numerial scale.

The third wave contained elements of both the first and the second and, to this day, is still practiced in classrooms. What stood out most about this wave was that, unlike in the second wave where teachers read and graded work, teachers are now encouraged to conference and come to "an agreeable compromise...[coming to] communal agreement" (Elbow, qtd. in Yancey 11).

Reading through this essay, what is most interesting to me is, as we have discussed, the huge amount of variation in methods and corresponding effectiveness. Portfolios are discussed as being ways to grade samples of students' work, but some consider them "messy" and too varied between students. Personally, I would think that the portfolio would be a highly effective way of evaluation, but not everyone would agree. The constand redefinition of standards is helpful, but also brings to light the fact that there is no perfect way to teach, or assess. The methods that work for some students will not work for others, and therefore the classroom tends to turn into a utilitarian movement of doing the most good for the most students. 

However, my biggest draw from this article is that by taking into consideration the methods of the past and the corresponding results, we are able to attempt to teach and help others in the best way that we possible can. By taking into consideration both the three waves of the past, as well as future considerations (i.e. self in writing, etc...) we are able to shape a classroom that choose an approach while keeping in mind that learning is not, and will never be, one-size-fits-all.

"Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality" by Michelle Gibson, Matha Marinara, and Deborah Meem

In the last article by Kathleen Yancey, we were asked to look back at the history of writing assessment. This article presents a compelling juxtaposition, because it discusses a topic that is very much at the forefront of our day and age: identity. This pressing concern, relevant to many in our day and age, is bound to reflect on the experience of writing and expression, and Gibson, Marinara, and Meem present a fantastic discussion of what it has meant to them in their respective experinces.

 Much of what we depend on in writing relies on structure, context, and social identity, and sometimes these things are not as black and white as they might initially seem. This is especially true for those among us who have built their lives around "building, manipulating, and rebuilding the cultural context(s) in whhich they form their social identities" (4). Writing, true writing, is about finding yourself, finding your voice and who you are, both as a writer and as a person. The authors explain that this can be hard when a person is attempting to do this in the midst of a culture full of binaries. How can you find "the real me" when you are struggling to define "the real me"?

I find this discussion fancinating because I, personally, am not familiar with the struggles that these groups face, and I think it is crucial to understand a situation from all angles. How can a teacher effectively teach a group of students if he or she is not aware of the struggles they might be facing? Writing is a process that, when done well, can strip you bare. It is the one of the most revealing things in the world. How can I stand in front of a student and tell them to write about "the real them," when they're struggling to figure out who that person is?

A topic such as sexuality can through a huge wrench into how a writer writes, or how people relate to him or her. I think this could be because the world is still getting used to such topics begin discussed, after so many years in the shadows. Things that are close to our hearts and define us are bound to shape our experiences in the world, how we see others and how others see us. Whereas some are influenced by race, some by faith, and some by class, others still are shaped by sexuality and, within this categorization, some fall in the LGBTQ+ spectrum.

I believe it is a huge challenge to bring many identities into the traditional classroom because, if there's one stereotype about academia, it's that the structures are the structures. It's okay to write controversial things...if they service those who need to be serviced. Michelle Gibson's contribution to the essay certainly pointed to that truth-- as she explained that the higher-ups did not approve of the way in which she related to her students. The writers of this piece have stood against the traditional ways, and expressed their experiences in ways that have helped their students, and provided a degree of understanding that one outside of the community might not otherwise understand.

---

To conclude my blog, I am including the link to the Google Doc which contains the first draft of my #WhyIWrite project. I have begun the document with a brief introduction of why I write, and then I move into my list of tools and inspiration for college students in a college composition class. I have tried to approach this project from the perspective of a teacher facing a mixed group of students, some who love writing, but also those who do not. The internet has so many amazing tools to offer, and every time I found one new resource, a new batch would pop up! Right now I have about 5 tools, but I plan on at least doubling this amount for the final project. Additionally, my plan is to link each tool that I list to one (or more) of the articles we have read in class, to illustrate how the tool helps to solve the problem discussed in the article. At this point I know that each tool corresponds to an article, but I need to go through and find the specific articles. I feel that I am in a good place with this project thus far, and I'm quite excited to continue on. I hope I get to implement some of these strategies myself, one day!

#WhyIWrite Project

New Applications of Composition Studies-- Blog #6

A great deal of American everyday life is based, as least in part, on the knowledge that our country has long been known as "The Melting Pot." This nickname exists because of all the cultures that have shaped (and are still shaping) America, a country inclusive of people of all colors, creeds, languages, and cultures. However, the Melting Pot can run into issues when all of these different cultures come together and struggle to communicate, due to the differences in language. For this reason, a key issue in the field of Composition Studies is the issue of teaching writing to people who speak languages other than English.  

“Teaching Composition in the Multilingual World” by Paul Kei Matsuda discusses the challenges (and importance) of teaching writing to people of different cultures. One of the biggest challenges that Matsuda addresses is the issue of how long it takes to learn the intricacies of a language that isn't your own, and this has a huge effect on how long it will take a student to be able to communicate effectively. Matsuda says that it is entirely possible for a non-native speaker to learn to communicate effectively, but it is a struggle because he is learning writing (which is already considered a language native to no one) in a language that does not come naturally to him. However, a point that I found to be quite interesting was where Matsuda says that, in the long run, knowing more than one language can make a student's composition skills stronger because he or she has the ability to work with "a broader range of linguistic and discursive resources" (40). This is to say, if a person wants to learn, (he or she) can achieve anything that he sets his mind to.

To address the point that learning a new language takes a lot of time, this is true, and a potential way to solve this issue is through providing ESL writing classes in schools, when children are at their most teachable. However, Matsuda also makes note that ESL has not been widely embraced by people who work in writing centers and, by lacking this ability, they are not serving the community in the best way possible. In failing to serve, school communities are losing valuable assets, according to Matsuda, because "second language learners may have expanded their intellectual capacity as a result of the constant demand of working with a broader range of linguistic and discursive resources" (5). In this day and age, ESL is no longer just a job for specialists, and teachers should be aware of how to help students who might have talent, but are limited because of language. Matsuda tosses around a few different ideas for the best ways of integrating non-native English speakers into the world of English composition, and I look forward to discussing this further in class. Composition Studies is certainly a field that should be internationally shared and recognized, because writing is important for everyone, regardless of language and if we need to do this by going out and learning about different cultures, then I say we go right ahead!

-

The second article we will be looking at in this class is "Blogs, Wikis, Podcasts," by Will Richardson and this title reminds me very much of the discussions we had in New Media Studies regarding writing in the digital age. It is very obvious that our interests have shifted, and people share their news and opinions in public forums such as Twitter, Facebook, and Tumblr. Although these sites tend to be more personal hosts for individuals, outlets such as blogs, wikis, and podcasts offer a new way of listening to and retaining information. The digital age offers more reach than has ever been seen before, especially in the recent past when stories and videos have become viral and spread all over the internet. 

It blows my mind that, according to Richardson, as of 2006, there was almost 26 million blogs. That was ten years ago! If this was the case ten years ago, I can't even begin to comprehend the numbers now. Access to the web has changed what it means to be both a reader and a writer, and one field that Richardson notes in particular is the field of journalism. The internet has provided a huge reach for people, and news can be shared and seen faster than the speed of light. If you need information to be communicated, you no longer have to wait for television or the next day's paper, all you need to do is post online. The internet has also put power in the hands on individuals who might not have it otherwise. For better or worse, anyone can be a reporter nowadays and, while this can be risky in terms of quality control, I think it's amazing that the average person has this option. 

One of the biggest issues of the digital age, however, is how it will impact the student/teacher dynamic. After all, the student is the "digital native." How is a teacher who did not grow up with the internet supposed to establish control over a student who has known how to navigate the web, almost like a second language?

We discussed this extensively in New Media Studies, but the topic never grows old because there are so many different ways of approaching the issue, and Richardson suggests that, even given the hardships, technology can be a major tool in the hands of the teacher. Yes, there are issues, most notably, safety, but the internet is too important of a development to be avoided. If students can be taught to navigate safely, there is no reason for them not to make use of this incredible resource. 

The topic of safety brings to mind a past issue that was found with the sharing of information publicly. The Greek philosopher Socrates did not like the idea of writing down and preserving information, I believe, because he felt that the power was in memory, and that recording information would make people lazy. In Phaedrus, written about 370 B.C. he said 

"He who thinks, then, that he has left behind him any art in writing, and he who receives it in the belief that anything in writing will be clear and certain, would be an utterly simple person, and in truth ignorant of the prophecy of Ammon, if he thinks written words are of any use except to remind him who knows the matter about which they are written."

He goes on, but I think you get the point. I bring this up for the purpose of mentioning that people, no matter how intelligent, are always resistant to change and new technologies. The internet is far too big an asset to be discarded in favor of avoidable risks.  The online world, as Richardson notes, has opened us up to so many opportunities, such as shared/collaborative knowledge, open access to any topic, fewer limitations than pen and paper, and the concept of knowledge as a process. It's going to take time to master, but I think it's certainly worth the risks.