I wasn't quite sure what to expect when I started reading through these blogs. I half expected to see a rhetoric present that I had never encountered before, but was surprised to see that these students encounter many of the same problems that I my TTU students often discuss. The assignment about home put me in a sentimental mood though. I had to go back and listen to some Luther Vandross afterwards because I haven't heard A House is Not a Home in so long.
I did like how the topic for the Ashoka students' essays made me want to read more about their thoughts and arguments. I've never been in a teaching situation where the curriculum is entirely up to me, so it was nice seeing students write about something that was really interesting to me as well. Something I'll definitely keep in mind for when the time comes.
Below are the links to the blog posts that I commented on:
http://ashokadiaries.blogspot.com/2014/09/introduction-to-home.html
http://nainikadineshashoka.blogspot.in/2014/09/introduction-to-essay.html#comment-form
http://mahirabudhraja.blogspot.in/2014/09/things-ive-learned-from-formal-writing.html
David--I got that picture up. In my coding I must have deleted it by mistake. Thanks for commenting on Indian students' blog posts and thinking about differences between our rhetorical moves. Students there need to focus on issues surrounding the canons of rhetoric, in particular, as well as the appeals. A lot of these students do use very descriptive writing. Perhaps that's a difference--the tendency to tell a story or a narrative seems greater in India than in the US in terms of rhetorical differences. Perhaps their background isn't the same with regard to thesis statement writing and development, as well, which could be a different educational system generally but cultural differences specifically. There may be less emphasis on a thesis after an introduction here, for instance, than perhaps later or as implied in a persuasive essay. Ah, great song by Luther Vandross. I'll share it with my students. Yes, it's nice to ask students to do something that is, well, interesting. If you have time and want to read some students' writing, they're now all linked in through the home icon underneath their photos. Anyway, thanks David. Nice reflection.
ReplyDeleteDavid--Thanks. Some notes on your philosophy draft, in case you have time for revision before the first draft is due:
ReplyDelete- absolutely, learning is experimental (and experiential)
- not sure if high pressure and mentor guidance are really two separate things all the time
- looks like you go for more of the teacher as a facilitator or guide on the side approach
- ultimately, good writing is good thinking, and so the importance of learning how to write is in fact learning good thinking skills
- interesting connection to localization through the use of rhetorical tools; in a way this is Aristotelian invention as a form of selecting the best tools for a given situation
- unpack what the term "subverting" means
- can students be the mentors to the teacher?
- can they mentor one another? can the texts of the class be the mentors?
- watch subject/verb agreements, like each student / their
- introduce toolboxes earlier perhaps
- need a conclusion of sorts
David, I really liked your philosophy statement. I like the concept of using your professional experience to demonstrate relevance to the students in the classroom. I also like the toolboxes concepts you present.
ReplyDeleteIt may be helpful to elaborate on what you mean by rhetorical tools. I understand the message, but other people may interpret this differently.
Matt
Thanks. I'm looking forward to reviewing your teaching philosophy essay and offering you comments via email. You'll receive notes from me soon.
ReplyDelete