Student Drafting without the Tyranny of Correctness
After I blogged about navigating the trivial in writing instruction, I shared the post with two first-year writing seminars. I then asked them a few questions about several of the claims I had made.
Several of the students quickly confirmed that most of their writing experiences before entering college and my class were driven by concerns about being correct and then efforts to correct their work when given an opportunity to revise.
From that, I asked if their experiences with drafting in my class had been different. Interestingly, in both classes, several students shared that they felt much more free to draft because I do not grade, I give them detailed feedback on their drafts and in conferences, and they know they will be able to address correctness later in the drafting process once they develop a draft worth editing.
The discussion did confirm that many of the students have begun to shift from focusing on the trivial and working more directly on the substantive—engaging and focused openings, specific openings and closings that help frame the essay, and maintaining the focus (thesis) throughout the essay.
I stressed to these students that I was aware we could accomplish only so much in one semester, but I felt over the next few years many would make great strides and attribute some of that to what we have established in these seminars.
On balance I feel confident many of my approaches to teaching writing have fostered healthy attitudes about language and writing in my students.
Rethinking Universal Literature: Unpacking Whiteness and Allegory
In her opening talk at NCTE’s 2018 national convention in Houston, Texas, Chimamanda Ngozi Adichie shared a disturbing story about a white male cab driver quickly saying he would not be interested in her writing. The subtext of his response was that he assumed her work to be for women and blacks, only.
Adichie added that she never discounted white male writers in that way; in fact, she said she loved some dead white men writers.
Combined with a Saturday morning roundtable, Teaching the Canon in 21st Century Classrooms, experiences at the conference have begun to help me push against what literature we call “universal,” and how whiteness and maleness tend to hide beneath a cloak of allegory in ways that mask the racial and gendered elements in those works.
In my young adult literature class, we are exploring the film Pleasantville as text and how different media and expanding what counts as text can create diverse literature units.
Pleasantville demonstrates in film many of the characteristics we ask students to examine in print texts; it also expects close reading of technique by the viewer.
But one powerful aspect of the film is its investigation of race by using black-and-white against color and then exploring racism with a white cast (the segregation is between those in black-and-white and those in color):
Using this film can help students interrogate what we use to determine universality in literature, and then to consider if allegory allows whiteness and maleness to be normalized, and thus unacknowledged in ways that blackness and femaleness are not allowed to be unacknowledged or universal.
Cormac McCarthy’s Mostly White, Male Mythology: Rethinking the Canon