Hello? Is this thing on??
In the internet-less void of my home, I composed the following thoughts about the first section of the reading for tues. and planned to release it as my first blog. Upon inspection of some other posts, I find that I was, perhaps, in error about what they are supposed to be. Yet, finding that I have nothing else to say and am only tentatively convinced that this is working, I tally forth with what I had. Please accept my deepest apologies if the following is either boring or irrelevant and my solemn promise to be more amusing in the future. Thoughts on Section 1: Process PedagogyIn resisting my almost overpowering urge to criticize, I must say Tobin makes a fine case in describing the outdated methods that necessitated Process Pedagogy. The assignments that he recalls make one shudder and, if I found myself in such a classroom, I would, undoubtedly, have thrown myself from a window far before the end of the semester.
Similarly Tobin does not hesitate to acknowledge the limitations of the pedagogy that he so valiantly endorses. And, in his discussion of its faults, I found myself somewhat reassured.
Among these instances is the italicized musing on pg. 11: “process pedagogies are irresponsible because they fail to teach basic and necessary skills and conventions”. I found myself perpetually tormented by a similar notion while reading…though it is nice to encourage creativity of expression for students, the lack of structure that this pedagogy implies seems more adept as a creative writing class than one designed to teach freshman about the tribulations of academic writing (which, no matter how creatively taught, may still seem regimented and boring). To make a wholesale dismissal of the more formal approaches to writing seems a mistake. One is always able to write about what one has experienced—and most likely such writing will be more fluid and entertaining BUT it is imperative to have the skills necessary to be able to talk about more abstract or complicated matters in an organized and persuasive way, not just describe personal experiences.Towards the end of the essay Tobin hits at the crucial point: No single pedagogy is going to fulfill all of the instructors’ objectives, nor all of the students’ needs, and though it may seem highly oppositional in the mini-battle fields of articles and conferences, one is free to move between the conflicting forms and take the best from each.As such, I found the example about a teacher utilizing a process approach while still maintaining boundaries on assignments and inserting necessary fundamentals into the more democratic classroom a good, practical example of how process methods can be used. As a component of a more complicated pedagogy, I recognize that this would undoubtedly have a useful and relatable end: that of engaging the students more actively in the assignments and facilitating a desire to write that may have been squelched by more strict impositions about correctness.Post-process, though Tobin finds it so distasteful, seems a promising bridge over the rift between the old and the new that process pedagogy created. Since process pedagogy was reacting against such an overly structured methodology, it is easy to see why it needed to be so oppositional. But, now that one is free (presumably) from the ABAB impositions of writing, it seems a good idea to lead the writing process somewhat and fortify it with some necessary knowledge.
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January 24th, 2008 at 8:52 pm
My first reaction to the same reading was a little different. I think, perhaps. even naive in its own way. I read Peter Elbow’s book “Writing Without Teachers” in my senior year of undergraduate student as part of an independent study course designed to help teach curriculum development for small group creative writing workshops. I loved it so much that I immediately bought 5 copies off amazon and have given 4 away to reluctant and recalcitrant writing students.
Now that I have spent a semester in the writing lab as a tutor, I am terrified I don’t have the fundamentals I need to produce decent academic writing, much less teach it. While the Process Pedagogy would relieve some pressure from the demands of mastering the trivium, I think logic, grammar and rhetoric play too important a role to let them get lost in the process of getting students excited about writing. So I guess, in short, all I’m really saying is I think you’re right!
January 25th, 2008 at 3:20 pm
Rebecca,
I think you’re right on track with your blog. We’re just supposed to be using it to stir up our own ideas (and each other’s), kind of like free writing, so whatever stirs you works.