Brugman, Destiny F2018 Pedagogy Research Project ENG 513
identity
Invisible Impacts on Identity
We know that writing is intimately connected with issues of authority, identity, power, and confidence, and that if students are to become more sophisticated thinkers and writers, they should be both challenged and taken seriously. (Brueggemann et al., 379, emphasis mine) While I would have to question some of the ethics and ideologies concerned with […]
El Aleph
I would like to see as close to a full spectrum of diversity represented in writing studies as possible. I don’t understand why monofocal teaching methods are acceptable since it is clear that no one learns exactly the same as anyone else. I recognize this is a huge change to pedagogy as it currently exists, […]
Identity-based activities, brave and safe spaces, audience awareness discovery draft
Research question: Does the introduction of identity-based activities and conversations in the FYW classroom lead to a classroom that can be more aptly navigated as a brave and safe space? Does the introduction of identity-based activities and conversations in the FYW classroom lead to more awareness of the rhetorical situation of a written piece? As […]
You’ve got to intersectional(ize)
The focus of this research design will hopefully to be examining the role of intersectional education, which will bring up questions of consent, safe and brave spaces, internationalized texts, and compassionate communication. Even laying all of that out, my first question is if it’s too much, and then at one point is it not enough? […]
Internalized Routines & “The Writer”
In our reading for today, Mike Rose accurately writes that “people don’t proceed through problem situations…without some set of internalized instructions to the self, some program, some course of action that, even roughly, takes goals and possible paths to that goal into consideration” (5). This might seem rather obvious and can seemingly be applied to […]
Ok, but like, why?
I don’t think my students think of themselves as writers. I’ve always thought of myself as a writer, but I know professional people who write and have PhDs in writing studies related fields who don’t think of themselves as writers and none of my students have revealed themselves as believing themselves to be writers. I […]
Who Offers You the “Writer” Identity?
The myth of genius authorship pervades, always. From the moment students are taught the basics of writing—the standard structures in which to say something in their writing—they are faced with a kind of unconscious model to mimic. Be that example essays of “ideal” scholarship or the supplementary literature they are given to think about and […]
Mattering, Struggling, and Whatever else there is…
If I’m being honest, I don’t know what makes my students struggle when they write—not really. The only things I hear about is when they aren’t clear on instructions, but a lot of that feels like something they’re just not paying as much attention to the prompts. They want a clear-cut “answered” way of doing […]
Identity, Expression, & Worldview
In their very first letters that my students wrote to me, I noticed a surprising divide between experiences of political discourse in previous English classrooms. Some expressed discomfort in the inclusion of real time political events while discussing literature, and others claimed that that very inclusion is what served to make their discussions immediate and […]
when what matters in the world matters to the person
I can’t speak for all of my students, but many of my students are aware of the world around them. Sometimes, they’ll mention local, national, or global news sometimes in the context of class and sometimes when they’re getting off track in group work. There are, however, a handful of students who are very aware […]
An Ever Present Fracturing
I think, as with many questions in this area, it is at once a simple and complicated answer. The more I think about the differences between all of us, and, more specifically, the difference between myself and my students, I am faced increasingly with the realization of the ways in which we are so similar. […]
Identity in the Classroom
What makes me different from all of my students is that I am older than them and from a different generation. What makes me different from some of my students is that I am a brown trans person from a working-class immigrant family. These differences are facts, not in my control. The extent to which […]
intersections of our lives, my shifting identity, and what I decide to share
In Krista Ratcliffe’s Rhetorical Listening Theory: Identification, Gender, Whiteness, she discusses something called a “dysfunctional silence” which centers around the idea that a silence (of voices in different contexts) is no longer “merely the absence of speaking voice(s); it is also the absence of hearing ears” (85). “Silence” or the absence of voices is something […]
“Theory In/To Practice: Addressing the Everyday Language of Oppression in the Writing Center” by Mandy Suhr-Sytsma
Suhr-Sytsma, Mandy. “Theory In/To Practice: Addressing the Everyday Language of Oppression in the Writing Center.” Writing Center Journal, vol. 31, no. 2, 2011, Web. Summary The focus of this article is to bring attention to the ways that language in the day-to-day work of writing centers can be oppressive and try to give those who […]
Few Expectations
I became close with many faculty members at Montana State University, where I did my undergrad, and many of them would tell me some of what I could expect from teaching or going to graduate school after I’d officially been accepted to Western. In the months leading up to actually starting the quarter, my mentors […]