I connect this difference to this learning objective from our syllabus:
- Stylistic information presentation. Make stylistic choices appropriate for a given rhetorical situation. Measurement: successfully create and report on applications of core composition concepts through collaboration.
With the change in genre comes this change in rhetorical situation, and this seems to be the key thing for toggling between teaching composition and creative writing. This semester I've thought about the differences and where there are overlaps, and things I want to preserve no matter the rhetorical situation or genre.
For example, in discussion the other day, I realized that we teach creative writing as if students are beginning writers, because most are new to the genre. We teach composition as if students are experts. This difference in teacher perspective means a profound difference in instruction and assessment, and it seems to me that we lose something, some motivation, some autonomy on the part of the student, when we treat students as if they are not learners but performers. In my composition courses, I'd like to recapture the idea that students are there to learn composition, not to demonstrate to me that they have learned composition prior to the class. So much research shows that the learning occurs in the mistakes, and yet our current model penalizes mistakes.
This connects to my future job, of course, because it's possible that I may teach either composition or creative writing. There are differences, but the learning objectives do not diverge profoundly; to move the student farther along the writing road, to develop the technical skills and thought processes that contribute to good writing.
For example, in discussion the other day, I realized that we teach creative writing as if students are beginning writers, because most are new to the genre. We teach composition as if students are experts. This difference in teacher perspective means a profound difference in instruction and assessment, and it seems to me that we lose something, some motivation, some autonomy on the part of the student, when we treat students as if they are not learners but performers. In my composition courses, I'd like to recapture the idea that students are there to learn composition, not to demonstrate to me that they have learned composition prior to the class. So much research shows that the learning occurs in the mistakes, and yet our current model penalizes mistakes.
This connects to my future job, of course, because it's possible that I may teach either composition or creative writing. There are differences, but the learning objectives do not diverge profoundly; to move the student farther along the writing road, to develop the technical skills and thought processes that contribute to good writing.
Hi Nancy!
ReplyDeleteWhile reading your post, this part resonated with me a lot:
I realized that we teach creative writing as if students are beginning writers, because most are new to the genre. We teach composition as if students are experts.
While I've never taken a creative writing course, I found this statement really relatable. One thing that's been sitting on my brain throughout the semester is how we (societal we!) polarize academic and creative writing, or argumentative writing and creative writing, into two separate entities, with entirely different processes and outcomes. I think one thing I want to try to keep actively encouraging in my composition classes is that there is creativity in the construction of ideas, and the presentation of them. Sadly, I think that the penalizing of mistakes, like you said, is something that is going to inherently inhibit the desire for students to take risks in their writing and their arguments--and something does indeed get lost in that process.
That part (really, that entire paragraph) resonated with me as well. I think one answer to the whole "penalizing mistakes" thing might be to make the writing classroom a "safe zone" for mistakes--meaning that we, as instructors, can make clear that mistakes are an expected and necessary part of learning. There is a time and a place for penalizing mistakes, but the more productive approach is to teach through mistakes.
DeleteI disagree that the objectives for comp and creative writing classes are similar enough to lump together, though. One of the key components of comp we've discussed is the ability to create an argument. I know that most of the students whose drafts I've read are not clear on how to do this in writing. That's the difference, for me. Or maybe the objectives are the same because both comp and CW emphasize getting an audience to see the world in the same way you do. Hm.
I wanted to edit my previous comment, but I didn't see the option... I'd like to amend the last sentence of the first part: the more productive approach is to teach through and in spite of mistakes.
DeleteNancy,
ReplyDeleteI understand what you mean about the current system penalizing students for learning through their assignments. I really do think the assignments are set up to allow students to learn as they write, but there is not much mercy for making mistakes during that learning process. I wonder what would happen if students received full marks for an obvious effort but were given copious comments for revision. I like that model, but I wonder if students would look at the grade and ignore the comments.
Mary Ann, you completely nailed it. All assignments should allow students to learn as they go along writing. I enjoy that some assignments I send out will get a good grade for the effort while giving good advice on how to retool or restructure my argument. The whole process helps me understand whatever project I'm currently developing in the long run. But the comments can still be ignored, which is a bit of a shame. Comments probably should still be as emphasized as the grade itself, since the comments themselves are there to help tighten up your argument bit by bit.
ReplyDelete