[From “Composing Enthusiasm”]
- How can we teach the mechanics of writing in a way that helps students increase the efficacy of their ideas? Rather than immediately identifying good writing as that which abides by conventions, how do we simultaneously communicate the importance of grammar, structure, strong thesis statements etc. and also get students to focus more on their ideas and that elusive buzzword “critical thinking”?
- To what extent do we need to adapt Kerry Walk’s Teaching With Writing for our Queens College students? Is it better to overlook the differences between our students and the students at Princeton or can we find a productive way to teach writing that draws on all the awesome ways in which out students aren’t Princeton students? (A number of people expressed an interest in foregrounding the cultural diversity of QC students and incorporating this into our writing classrooms.)
- [Emily]: “Can we foster ambitions of vigorous debate, self-improvement, acquiring knowledge, etc. to more consumer-based ambitions?”
- More general discussion about facilitating meaningful and engaging class discussions.
[From “Orienting Guides”]
- To what extent should we emphasize interdisciplinary connections in writing classrooms? If this is desirable, what are some of the best ways to go about doing so?
- How does teaching composition compare to teaching creative writing? How do the similarities and differences between teaching comp and teaching creative writing affect our thoughts on teaching? What teaching practices can we share vs. what needs to be tailored specifically to the course we are teaching?
- [Iemanja] “Why not have a longer handbook with more classroom activities that help undo the trauma around writing that is part of so many of our students’ high school experiences?”
- A discussion of the subjectivity/objectivity of writing, which came up in a number of blogs.