3 Matching Annotations
  1. Aug 2021
    1. Take, for example, the research paper, a staple in this model of FYC. All too often, this assignment has no audience other than the teacher, no purpose beyond earning a grade, leaving students with little motivation to locate quality sources and use them thoughtfully.

      This really stands out to me because many times the research paper is really for the teacher to read and grade but it would be great for other people to read your paper and give feedback or even learn from it. This would give the writer something to look forward too and really make them engage. This allows you to learn from their feedback and even learn about more ideas that you could have incorporated into your writing.

    2. Guide students in reading rhetorically (analyzing texts not for meaning as one would in a literature class but rather to determine how and why the texts were constructed as they were by asking what the context surrounding the writing is, who the intended audience is, what the author’s purpose is, and what effect the author’s choices have on the audience)

      This is very helpful as it can give you an even clearer analysis of the meaning of the text when you know who it was meant for and the effects it has on the audience. You can then understand better the purpose of the text and it allows you to think broader and expand your knowledge. I agree this is something writing teachers should do.

    3. Composition scholars readily agree that students need to be taught how to write rather than merely be tasked with writing.

      I agree with this because too many times I have been asked to do an assignment or skill without knowing or being taught how. It is stressful and nerve racking because it feels like they already expect you to know what you are doing if they ask you without teaching. Sometimes teachers may assume we have learned things when really we may have not, especially when not all teachers teach the same and students may come from different classes.