Reading. Learning. Analysis. Practice. I have almost arrived at the practice stage of my teaching career. I am leaving the learning stage and moving into application in the classroom. This is why I applied to the Teaching Assistant program - this was the only route for me to earn my MAPW. So, what have I learned in PRWR 6500 (Pedagogy)?
There are many ways to teach writing
After working in the KSU Writing Center for two semesters I have realized that there are hundreds of ways to design my class and FYC assignments. Our class discussions also enhanced my understanding of the different approaches for teaching composition. Each of us has formed our own unique pedagogical strategies - informed by readings, our co-teaching experience, and service in the Writing Center. I have learned to frame composition through a social and rhetorical lens, as Linda Adler-Kassner and Elizabeth Wardle remind us to do in Naming What We Know: Threshold Concepts of Writing Studies.
The value of composition as a set of skills
Composition is essentially a collection of skills: communication, document design, writing, research, analysis, editing, revision, and collaboration. FYC has moved beyond text on a page and transitioned to a multimodal communication class that has implications for students' academic and career paths. Unlike some core classes, composition can be applied to any major and any academic discipline. That sets it apart from required classes in math and science. I will communicate that message of universal application in my FYC classes so that students view writing as a set of skills that will support their career.
Writing and collaborating in the classroom everyday
Too often students are not given enough opportunities to practice their writing in class. That will not be the case with my classes. I view every day as a chance for students to develop their writing skills through in-class activities, peer reviews, and workshops. I am not satisfied with labeling online peer comments as peer review. Authentic, organic peer review only occurs in the classroom, where students can react in real time and have conversations.
Too often instructors use the term collaboration loosely. The most effective collaboration is in class between students and their teacher. The real time review > feedback > reaction cycle that happens between students (and between students and instructors) cannot be replicated online. Also, students learn how to communicate in person and support each other's writing through interpersonal dialogue - a skill that students need to develop for college and after graduation.
Final Thoughts
Collectively my pedagogy class, Writing Center experience, co-teaching, and practicum have all contributed to my development as a composition instructor. I am grateful for the training and support that each element provided me - each one building confidence in my teaching. Through a combination of learning pedagogical theory, practice teaching, supporting students in the Writing Center, and discussion in practicum I believe I am well prepared to teach First Year Composition in the fall. I am looking forward to implementing my teaching philosophy and applying what I learned in class as I begin my college teaching journey in English 1101.
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