Reading Crowley and contemplating the context at Western of having English 101 be a required class makes me think that the traditional views of what English 101 is (focused on grammar, structure, general preparedness for the rest of college, i.e., a gatekeeping post) is very much at play here at Western. In other words, having 80 sections of this course is proof that Western as an institution seems very invested in what they think this course does – that it is a stepping stone, perhaps an institutional obligation to help students succeed. Having so many graduate students teaching is ofcourse of value to Western, in terms of the money Western saves. It also draws in many students who want professional experience to be better equipped to compete in the job market after completing their studies.

I’m not quite sure what the English 101 program is really to the students and faculty as a community. Indeed, for us TA’s we are able to explore the challenges of teaching this course and teaching in general together and that provides a natural context for community to emerge. I’ve gotten smiles and questions about how it’s going from tenured English faculty that seems to indicate they feel this is a wonderful rite of passage, to get this experience and see what it is like to hold this responsibility and take on this role, presumably for the first time and as entering a career.

I am not sure how familiar the larger English department is with the curriculum we are teaching and what they would think of it. In terms of the purpose we are truly serving from teaching this current curriculum rooted in adaptability across medium and genre, I would think the role we are serving is helping college freshman get a little bit better at learning how to follow assignments, how to take responsibility for their grade as much as possible, and perhaps get more confident in their readiness to proceed and conquer their academic life.