The readings that stuck with me the most this week were the Sommers readings. I really like the idea of maintaining an ongoing dialogue with my students through comments on their writing and other interactions. On the first day of class I had my students write me letters telling me about themselves and their hopes for the class. I responded to them all via email. This was kind of my way of beginning the dialogue. It was my first exposure to my students as people and as writers. When I comment on their writing in future weeks, I hope to continue addressing them as students and writers, and also as human beings who are in process, just like myself.
I also really like the idea Sommers presented of creating a common language in the classroom, using unique phrases that can evoke associations and suggest specific strategies for the students. These can then be referred to in written feedback and peer reviews and can quickly draw the students back to what we learned together about that strategy. I would love to talk with the class more about specific ideas and ways for doing that. Does anyone have ideas for creating that kind of 'common language' in our 101 classes?
You could start with the language that is used on the rubrics. That's a good way to have common language with students, and it's language they need to learn how to understand. (So what does 'a quality revision' mean?) It would be great to hear your thoughts about the Berlin and Skorcewzski pieces too--did any of their ideas stand out for you? Thanks!
ReplyDeleteHi Zanna:
ReplyDeleteI think what we covered in class today about rubrics is one the right track. Making sure that the students understand the literary terms we use is important. I had my students paraphrase words like "rhetorical aim" as purpose, etc. As graduate students we've been using these terms for years but we need to be sure that the students understand the "language behind the writing, so to speak.
Take care,
Linda McGrale