Category Archives: Teaching Composition

one in twenty

Posted on February 7, 2006 by Michael

I am an officer in the Rainbow Continuum on campus, and I love it. Last quarter, I was a bit surprised when one of my Writing 121 students showed up at a meeting, but I was thrilled, and throughout the … Continue reading →

Posted in Queer issues and theory, Teaching Composition | Leave a comment

permission

Posted on January 25, 2006 by Michael

Sometimes conferences with students are so short because they just need permission. They come to you with an “objective” fact-based paper for a narrative assignment, and sometimes they just need to hear you ask, “Why did you chose this topic?” … Continue reading →

Posted in Conferences with Students, Teaching Composition | Leave a comment

significance of an event

Posted on January 18, 2006 by Michael

Yesterday, I met with Lisa Ede and we discussed teaching composition. I’ve assigned an adaptation of the “My Turn” essay that Newsweek publishes, and Lisa mentioned something profound. She stated that if the significance of an event is obvious, there … Continue reading →

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Discussion with Sara and Linda

Posted on December 13, 2005 by Michael

Sara Jameson, Linda Barnes, and I have been emailing about blogs v. journals, blogs v. discussion boards, and blogs in the classroom. I’m going to post excerpts from our emails here and we’re going to start replying here (for some … Continue reading →

Posted in Blogs in Classrooms, Teaching Composition | 4 Comments

a new metaphor for teaching

Posted on December 10, 2005 by Michael

Anne French Dalke writes: Rejecting “balancing” as too rigid, too binary, and “juggling” as too tricky, too dangerous (who wants to think of her kids as a juggler’s toys?), Kaye arrived at “emulsification”: the suspension – not the mixing – … Continue reading →

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