Notes on a Teaching Philosophy

• Axiological: what makes writing good?

This is a very subjective question, but must be answered because how can we grade if we do not have a rubric? There are several aspects that make a piece of writing inherently successful. First of all, is there a point made and is that point backed up with supporting details? Does the writing include an introduction and a conclusion? Of course, this is the standard for a coherent essay, but it would not necessarily apply to a creative work in the same way. This brings us to genre. Does the writing meet the requirements of the assignment and address the intended audience and fit the context of the situation? As we move toward teaching for transfer and interdisciplinary classrooms, genre plays a greater role in determining if writing is effective. A student who understands the rhetorical situation of their writing and has embraced a personal voice will do well in most classrooms.

• Process: how do texts come into existence? 

There are many things to consider in the creation of a text (see above regarding genre and context) and although we often teach or have learned there is a specific regimen to follow in the creation of a text, most writers develop their own process which may in turn change with the type of writing being done. When it comes to process, making students aware of process – as we did with our literacy narratives – can prove enlightening and encouraging multiple ways of completing the same tasks can also prove beneficial. In reviewing my own writing process, I realized some of the things that are working for me and some of the things which are not. I think exploring this in the classroom could be very helpful for students and encourage them to notice that even if they are a one-draft-and-done type of writing, there is more that happens in that one draft than they may recognize.

• Pedagogy: how does one teach hs/college students effectively? 

One of the keys is getting and keeping student engagement, through using topics that speak to students, finding ways to relate to them and encouraging the development of individuality and the creation of voice. Also, creating a positive environment fosters growth and development rather than a focus on correction and judgment. Workshopping papers in class and offering student conferences can help build a more comfortable rapport and I believe using a check, check minus, check plus grading system throughout the semester followed by a cumulative portfolio can help create a focus on growth and development as well.

• Epistemological: how do you know that?

Many of our readings have touched on these issues, but I also know these things from my own experiences both as a student and as a teacher. I will pull quotes from our assigned readings to specifically back up my claims, but for the time being, let it suffice that I know I have notated some of these already but have neither the time nor the energy at nearly 11 p.m. on the night this is due when I still haven’t eaten dinner and I have to work at midnight.