“We must think seriously about identities we bring with us into the classroom, remain conscious of the way those identities interact with the identities our students bring, and insert ourselves fully into the shifting relationships between ourselves and our students at the same time that we resist the impulse to control those relationships” (Gibson, Marinara, […]Read More Bi, Butch, Bar Dyke, and Beyond!: A Closer Look at Pedagogical Performances of Class, Gender, and Sexuality
“In view of the widespread agreement of research studies based upon many types of students and teachers, the conclusion can be stated in strong and unqualified terms: the teaching of formal grammar has a negligible or because it usually displaces some instruction and practice in composition, even a harmful effect on improvement in writing” (Richard […]Read More Grammar, Grammar, and More Grammar!
“In other words, the question is no longer limited to how to prepare students from around the world to write like traditional students from North America; it is time to start thinking more seriously about how to prepare monolingual students to write like the rest of the world.” -Paul Kei Matsuda (50) When I first […]Read More Teaching in a Multilingual World!
“We may be constructed by culture, but if we learn to analyze carefully enough how this happens, then we can actually work toward a fairer world.” -Paul Smith and Randall Freisinger “Voice” is a privilege to have where I come from. Having a voice at all, you were already on top of the world. As […]Read More Voice and Writing
“From the mid-1960’s, members of the emerging field of rhetoric and composition began to challenge the teaching of writing as a “product” in which papers were assigned and handed in and graded. Such teaching also focused on reading and discussing essays, completing exercises on style, and repeating drills on grammar. Little, if any, attention was […]Read More What is Rhetoric and Composition…Exactly?