Monthly Archives: September 2011

Feminist Pedagogy… Dun dun dun…

Susan C. Jarratt attempts to define feminist pedagogy and how it works in relation to composition studies. My impression is that feminist pedagogy practices pull heavily from the process pedagogy as well as collaborative pedagogy. She claims that what makes … Continue reading

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Why Educate?

For anyone reading this who is not in this class at all or not in my section, on Friday, we were asked to write about and then discuss the question “Why educate?” I jotted down notes based on the discussion … Continue reading

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Don’t Let Ursula Jack Your Voice [On Teaching Style]

In “Teaching Style: A Possible Anatomy,” Winston Weathers makes several important claims and arguments in regards to teaching style in writing. While we are inclined to focus on style when studying literature, it gets lost when talking to our students … Continue reading

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Calling All Writers – The Haunted Muse

It’s an image a writer can’t forget, perhaps from memory, maybe from an old snapshot, the edges of the paper yellowing. Maybe it’s a phrase of music heard through an open window, or the scent of perfume lingering in an … Continue reading

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Don’t Teach Grammar Unless You Have To

Erika Lindemann opens the section entitled “What Do teachers Need to Know About Linguistics?” by saying that “To teach English requires . . . a “conscious understanding” of linguistic priniciples” and I could not agree more (60). I have taken … Continue reading

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Deepest Fear? The Blank Page.

Why do I understand where Elbow is coming from? Easy. Because what you see below these lines will drive me to do everything but write. I will clean my house. I will walk my brother’s dog. I will catch up … Continue reading

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