Writing as a process is definitely going to be highlighted throughout my teaching philosophy. The heavy influence of the students working through each writing process as a way of discovering their own method of “doing things” in the classroom with the hope that through their continuous revision and peer-editing they will see the local mistakes that have been so strenuously forced to believe is what makes or breaks their writing on their own. One assessment that I believe encompasses this idea so very well is Haswell’s method of using checkmarks next to each line to identify a problem. I have been able to use this in my own classroom this semester once on a short writing project. The students responded well to the opportunity to learn what they were doing wrong instead of having me or another student tell them.
- Best Practices
- Discourse Communities
Your goals for students: The goals that I would wish my students to master by the end of the semester would include creating a writing process that works for them. I will give them the tools throughout the semester that will introduce them to the different elements of the writing process (free writing, brainstorming, drafting, peer-reviewing, conferencing, revising, editing, etc.) that will be implemented several times throughout the semester in different variations of projects. The students will be responsible for finding their way through these steps and deciding what works and what doesn’t work for them. Then they will be able to understand what they need to do to make their writing successful in their other/future writing.
Another goal that is important for my students to strive for is the understanding of what a rhetorical situation is and how it can be used to their advantage in their writing. The writing that is done in a composition classroom ranges from different genres and different purposes. There is a big chance that the writing done in composition is not similar or relevant to the writing that they will be doing in the college of study (science, history, business, etc.), but if I can teach them how to analysis what is being asked of them and decide who they are writing for then they will learn how to write what is being asked of them for their target audience. The simple message that there is an author, an audience, and a purpose is not such a simple thing to teach when you are discussing the connections that are formed between this triangle. However, if they are able to accept these three components as essential parts of reading and writing (I know I haven’t mentioned the connection of reading and writing in my class yet, but it will come before this!!!), then they will begin to understand their place of authority when they are reading and writing across the curriculum.