I started reading Jacqueline Jones Royster and Gesa E. Kirsch’s Feminist Historical Practices: New Horizons for Rhetoric, Composition, and Literacy Studies as it was selected for March/April by Goodreads Comp/Rhet Reading Group. This is my first time reading along with the club and attempting to participating, but unfortunately there hasn’t been much discussion happening. If you’re interested, you can (and should) check out the club!
I really enjoyed reading FHP, in part because it’s very different than most of the scholarly work I select on my own. That being said, I am seeing many connections between the practices that Royster and Kirsch discuss and my own strategies for research. It has certainly caused me to think more about where feminist research methods come into play and how I can connect those to my own work. Continue reading
If you’re a comp/rhet researcher or scholar who hasn’t yet seen the CFP for 2015 CCCC, fear not! There’s still time to get your proposal gathered and submitted (deadline is May 19 at 11:59pm CST for online submission; postmarked by May 12, 2014 for snail mail submission — this is a recent update, not the same as listed on the CFP I linked to!).
I’m really digging the plans for the next conference, and I will probably find a way to go even if I don’t get to present. Joyce Locke Carter, the 2015 Program Chair, has put out an inviting plan for the theme Risk and Reward, and innovation is a key part of the CFP.
I’ve been dwelling on my own proposal since #4C14 wrapped up by thinking a lot about innovation and what exactly that means for me as an instructor of FYC courses. I already see myself as a reflective practitioner, and in some ways that leads naturally into also being an “innovative” practitioner. But what exactly am I innovating? Continue reading
Over the past three years or so, my teaching philosophy has changed and developed based on my experiences in the classroom, my scholarly research interests, and my reflecting on both of these aspects of my life. I’m fairly confident in my beliefs of what makes an effective composition instructor and why I make the pedagogical decisions that I do.
I just have trouble articulating those in a concise way in a typed document.
In grad school, we spent a lot of time discussing teaching philosophies in a couple of my classes. I have drafts that show, really, just how much my philosophies (and abilities to state those philosophies) have progressed since the first and second semester of graduate school. I still remember some of the advice and feedback I got on those earlier versions: make yourself more present, good use of examples, “coaching” might be misread or misinterpreted. Continue reading
I love conferences. I always end up feeling so invigorated after attending. This was especially so after the 2014 Conference on College Composition and Communication in Indianapolis.
Sometimes, the weirdest activities are the most helpful.
A couple of days ago, I had my students try one of my favorite ways to understand something I’ve written: color-coding their drafts.
This screenshot shows a color-coded version of one of my earlier blog posts. Green is personal experience; pink is a reference to scholarship; and blue is my own argument and ideas.
Last week, I ran my Spring Break Give Away to celebrate a week off a school.
Turns out, I was celebrating a week of the respiratory flu! Yay!
But, don’t worry. My germs didn’t touch this Barnes & Noble gift card at all. It’s been tucked away safely in my planner, which I would have been avoiding all week, ill or not.
Today, I’ll be brief, just long enough to announce the winner: th3bak3rman!
Please let me know via my contact page where I can send your gift card! :)