I think oftentimes in writing classes, we’re very much concerned with responses to articles, books, and research without an emphasis on being a productive and empathetic citizen. That might sound a little broad, but one thing that I’ve learned how to navigate in my undergrad classes are social injustices that are woven through history and […]
Author: frodsha
In the Absence of Grades: Dissonance and Desire in Course-Contract Classrooms
Citation: Inman, Olewski Joyce. “In the Absence of Grades: Dissonance and Desire in Course-Contract Classrooms.” College Composition and Communication, National Council of Teachers of English, 2018, Vol. 69 (4), pp.30-32. Summary: Joyce Olewski Inman and Rebecca A. Powell borrow from the pedogogies of Danielewicz, Elbow, Thelin, Shor and Inoue, in order to implement a study […]
My New “Best Friend”
During the first week of class, I was immediately aware of some behavioral issues that honestly made me dread teaching every day. Students would talk over me, question my presence in the classroom, and roll their eyes when I assigned free-writes or homework. The initial behavioral problems got better after conferences, and I was able […]
A Response to Student B
Hi Student B, First and foremost, I really enjoyed reading your essay, and the term gratention is one that I think many individuals can relate to on a personal level. In grade school, there’s always a heavy emphasis on “pulling the reader in,” as if the first two sentences will determine whether or not the […]
Behavioral Problems and Writing Insecurities
The day had finally come. The day I had to have a one-on-one conference with my least favorite student, aka the problem student. My problem student, the one who rolls his eyes, scoffs at me, and repeatedly whispers to people about how terrible my class is, stepped into my office looking surprisingly normal. He FINALLY […]
“It’s Okay, I’ll Just Finish it at Home”:
“I’ll do it at home, I can’t concentrate in a classroom.” The excuses are endless— “It’s too loud to write,” “it’s too quiet and I work better at home,” or my personal favorite—” I work better under pressure, so I’ll wait until the night before.” Regardless of the amount of rigor required to complete […]
From a Strict Authority Figure to a Mentor
From what I’ve gathered from the very first day of teaching—very few freshmen want to take English 101. It’s a requirement, a GUR, and a five-credit course that must be taken in the first year of college. For my class especially, it’s extremely hard to get them motivated to do assignments, and I’m often greeted […]
An Extra Push Towards Diverse Perspectives
As first years in college, I see my students take on the world around them with a slightly narrowed lens. In many cases, it isn’t their fault and shouldn’t be something to shun or shame, but it’s very much part of entering a new atmosphere and institution. First years are thrown into college often right […]
“Feminist Pedagogy” by Susan C. Jarratt
Citation: Jarratt, Susan. “Feminist Pedagogy.” A Guide to Composition Pedagogies (2014): 113-127. Web. Summary: In her essay, “Feminist Pedagogy,” Susan C. Jarratt details the necessity of feminist pedagogy and how the idea of “inclusion” can cause anxiety. For example, does feminist pedagogy just benefit female students? Or, does a teacher have to be female in […]
Changing Classroom Dynamics— The Aspects in My Control
On the first day of teaching, I made the mistake of coming to class over ten minutes early. Waiting outside of room 104, I stared blankly ahead while my students stared and whispered, apparently in disbelief that I could be their teacher. Perhaps the only distinctions were my formal attire and the satchel I carried […]
A Change in Expectations can Make a Considerable Difference
It’s been a steep learning curve for me this past quarter. I initially came into the class determined to be a role model for my students, as someone they can look up to, or at the very least, a positive influence. Instead, I was greeted with a class of reluctant (and often rude) students, so […]
” A Review of the Literature on Teaching Academic English to English Language Learners” by Patricia A. DiCerbo, Kristina A. Anstrom, Lottie L. Baker and Charlene Rivera
Patricia A. DiCerbo, Kristina A. Anstrom, Lottie L. Baker and Charlene Rivera. ” A Review of the Literature on Teaching Academic English to English Language Learners.” Review of Educational Research Vol. 84, No. 3 (September 2014), pp. 446-482. Web. Summary: The article argues for extensive research into instructor knowledge and teaching in academic English. While the […]
Respect and Empathy for Cognitive Differences
Often when one hears the word ‘disabled,” their train of thought wanders to a vague picture of a wheelchair, or someone in crutches. However, because of recent events in my family and personal life, whenever I am confronted with the term, I think of invisible, cognitive limitations that can affect all aspects of life. I’m […]
Revision and Five-Paragraph Essays
I read Laura Giovanelli’s “Strong Writers and Writers Don’t Need Revision,” where she expressed her opinion that all writers require revision, whether or not they are first year college students, or professionals working in their field. Revision is not a weakness, and it is not an indicator of a bad writer; revision is writing. It’s […]
Ecosystem: Growth and Value
I initially tried to write this based on an already existing ecosystem— think of the inhabitants of the Pacific Northwest old growth forests, or something equally elaborative. But then, as I have a tendency to do, I decided that would be too hard, and too much research. So here I am. I’ll start with my […]
Feeling Incompetent
When I got the news of my TAship, I immediately ran to my current and former professors for advice. Even as an undergraduate at Western, I was still terrified to teach, and voiced my concerns to current English 101 instructors. Their advice was all the same— “enjoy the summer and don’t worry about it. At […]