Most (if not all) of us have idiosyncratic exercises or techniques that others don’t use but which work exceedingly well for us. So I thought it would be useful to share some of these here, in case others might want to stea… er, I mean, borrow some of them.
To kick things off, here is one of mine (which conversations with Claudia Cortese and Liz Martin made me think of sharing, so blame them). To provide a little background, I don’t like to call on students to speak in class. At the same time, I think that it is a good idea for the quieter students to be impelled to participate. So, a number of years ago, I came up with something which would do so without them feeling picked out, and while encouraging those around them to support them in speaking. Also, I am a card-carrying geek and played Dungeons and Dragons through most of my college career, which means I own a lot of multi-sided dice. Like these…
So, linking gaming and pedagogy, here’s my personal approach to group discussions. (Note: a d20 is a twenty-sided die, with numbers from 1-20; a d8 is an eight-sided die, with numbers from 1-8; etc.)
I want to talk about pronouns. Because, well, who wouldn’t want to talk about such a compelling topic? #nojoke
Montclair State University already has begun important conversations on pronouns through their LGBTQ center, in which they provide a suggested language for a course syllabus, giving students a comfortable space to discuss the pronouns they wish to be referred by in a classroom. I too want to talk about pronouns on a syllabus, but in a different manner. Last fall when I was editing a syllabus of mine, I noticed I switched from “students” to “you” quite a bit. I paused, wondering which word was better. “Students” seemed rather general as if I wasn’t in the room with them, but “you” didn’t feel quite right either. I was unsure why but the tone just didn’t fit. I wound up choosing “students” in general course descriptions but used “you” elsewhere to directly address students in my course. I didn’t think of it again until I went to the MLA conference this winter break.
Here’s a question (from Mike Laser) that might be of interest to people planning their syllabi for 106 in the spring:
“I’d like to add a few recent poems dealing with topical issues to my syllabus for next semester. (Another FYW instructor mentioned “Pulled Over in Short Hills NJ, 8:00 AM” at a seminar last year, and that’s a perfect example.)
I wonder if other instructors can suggest topical poems that have worked well with their FYW students.”
Expanding Mike’s question a bit, does anyone have suggestions for texts (any genre) that deal with contemporary issues, whether they have already taught these or are planning to?
Please comment below.
By Carrie Lee O’Dell
This blog post took me forever to write and in the end, I cut enough material to make another post and made enough notes for a third. There’s just too much to say to fit it into one post, even one that’s this long. The material kept coming at me: in his campus talk, Elizabeth and Hazel author David Margolick called Paula Jones a bimbo and Hazel Massery Bryant a cracker. A student at Mount Holyoke College filed a complaint against an English professor for racist language in the classroom; another English professor, this one from Sarah Lawrence College, took to the virtual pages of The Chronicle of Higher Education to bemoan the rise of the singular they as a personal pronoun for trans and agender students. A young man in Oregon walked into a writing class and opened fire. I was explaining to a friend why this was so hard to write about; after twenty minutes, I’d taken so many detours, gone down so many rabbit holes, that she had to ask what I’d been talking about when I started. We all have a lot to say about privilege and justice, but it’s hard to find solutions to the problems that come up when we discuss race, gender identity, sexuality, class, or ability. The conversations are important, but exhausting.
When Leslie Doyle and I first sat down to talk about this workshop, we discovered we were coming from different places, though we had a common reason for wanting to open up a conversation about questions of privilege in the First Year Writing classroom. While Leslie was considering student response to class content, I started thinking about this workshop last fall. In a paper discussing potential obstacles to achieving the American Dream, a student wrote about how hard things are for colored people and I had to stop and consider my next move carefully.
Here’s a new question (thanks to Mike Laser), about an issue that many of us have faced:
How do you keep students from getting discouraged and resentful when their essay grades are lower than they hoped for? A few of my students seemed much less happy by the end of the semester than they were at the beginning, because they’d worked hard but still hadn’t earned A’s. I want them to feel encouraged, not discouraged – but many of them seemed disappointed, upset, and even fatalistic by the time they saw their second and third essay grades.
How do all of you handle this?
By Leslie Doyle
^That was the title of the workshop I ran, along with Carrie O’Dell, a couple weeks ago. I’d like to continue that discussion here, but I think the title might now be “Telling Stories and Listening.” Rather than propose a problem and discuss solutions, I would like to present a mosaic of moments from classes and readings and student comments. This blog will be more of a rumination; an invitation to swap stories and listen.
Last semester in my ENWR 106 class, we were reading poems and stories that interrogated ideas of justice and injustice. Segregated beaches in Tretheway’s “History Lesson.” Border crossing abuses in Mora’s “La Migra.” The exploitation of children in Blake’s “Chimney Sweep.” Stories that spun responsibility and casualty in complex ways—ZZ Packer’s “Brownies,” Flannery O’Connor’s “A Good Man is Hard to Find.” So I expected, welcomed, questions and theories and different points of view. But at some point, the “different” became the “arbitrary”—“justice,” it seemed, is whatever you want it to be. If the Misfit felt that killing the family was justice, then “for him it was.”
What does that mean, I asked? Essentially, the tenor of the discussion became “justice is whatever you think it is.” I found myself hazarding Godwin’s Law—“Were Hitler’s actions unjust?” Answer: “not to him.”
Here’s a question from Sarah Ghoshal that I thought could be of interest for everyone:
“Does anyone have a good plagiarism quiz or activities to do in class? I want to really spend a day on this coming up with my 100 students.”
Suggestions and comments below, please.