We have read many theories of correct and incorrect ways to teach freshman composition, and here lately, we have heard presentations on several different universities and their approach to the same subject. And I find myself wondering, are we making more out of this whole teaching writing thing than is truly prudent? We have expressed shock and awe over some of the teaching theories and the fact that even with all of this discussion and new thought not much has changed in the realm of composition for a really long time. We have felt indignant, incensed, and discouraged. And because we care about being good teachers, and we care about good writing, we have agonized a bit over what really is the best way to teach composition. And yet, with so many good ideas going unheeded, and so many different approaches to teaching composition, somehow college students manage to learn to write (some better than others) and they graduate, and get jobs, and go out into the world, and few significant calamities occur.
I'm not suggesting that we don't care, that we don't try, or that we don't continue entertaining new ideas and approaches to teaching composition. What I am suggesting is a bit of perspective. Even Atkinson asks, "What do notions like "voice," "critical thinking," "clarity," and "plagiarism" mean outside the cultural contexts in which they have been developed and are so deeply embedded?" (p. 1534). So, as important as it is to inspire, inform, and initiate our students into the world of academic writing and effective communication, let's all take a breath and remember that this isn't life or death we are talking about here. Regardless of our approach, or the constraints of the system we operate within, our students will learn to write (some better than others) and they will graduate (mostly), and get jobs (hopefully), and few significant calamities will occur.
I really like this post. I've thought about what you've talked about as well. I think I either talked about this or someone else did (either fellow classmate or article author). The students of the past, regardless of if they were going to college in the 60's, 70's, 80's or 90's, have gone on to graduate and be productive members of society. I think, though, that the topic of technology that we have been discussing kind of brings up a new issue. Putting writing aside for the moment, the students of previous decades and eras have not had the type of technology and knowledge (or rather, the increased volume of knowledge) generation that we can see and use today. Hannah brought up in her blog post that students need to learn how to navigate these new areas of knowledge centers. That's one thing that does need to be addressed in the classroom. I'm not sure if the composition classroom is the right one, though. Apart from everything, though, I can see what you're saying and I do tend to feel the same way. I like the humor that you've used as well.
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