Revolution Lullabye

April 29, 2009

Royer and Gilles, Directed Self-Placement

Royer, Daniel J. and Roger Gilles. “Directed Self-Placement: An Attitude of Orientation.” CCC 50 (1998): 54-70. In Assessing Writing. Eds. Huot and O’Neill. Boston: Bedford/St. Martin’s, 2009. 233-248.

Directed self-placement is an assessment practice that shifts the responsibilty of placing students in the right first-year composition section from the teachers/WPA/administration to the students themselves. Gilles and Royer describe how they developed the idea and explain its benefits: cost-effectiveness, efficiency, a decrease in complaints by students and teachers, positive attitudes in basic writing and first-year courses, and, most importantly, a sense of “rightness,” telling and showing students that they can be entrusted, with guidance, to making decisions about their own education. They argue that directed self-placement is as (or more) valid and reliable than placing students into sections based on their standardized test scores or the score on a timed essay. Directed self-placement is grounded in pragmatic (Dewey) educational philosophy and looks inward, to the needs of students, giving them power and control and starting a culture of communication from the first day on campus..

Quotable Quotes

“Our placement program thus relies on honest student inquiry and interactive participation” (246).

“Normally, the placement universe revolves around teachers; we choose the methods, we score the essays, we tell students what courses to take. Now we began to envision students at the center” (239).

Notable Notes

In the first few years that their writing program implemented directed-self placement (explained and conducted at freshman orientation), 22% of incoming freshman self-placed themselves in basic writing.

simplicity and elegance, honesty about directed self-placement

narrative at beginning about how students are introduced and guided through directed self-placement at orientation

placement tests should be future-directed, about a student’s education, not focused on what teachers might learn about students from one decontextualized sit-down writing prompt

January 28, 2009

Bramblett and Knoblauch, “What to Expect When You’re Expected to Teach”

Bramblett, Anne and Alison Knoblauch, eds. What to Expect When You’re Expected to Teach: The Anxious Craft of Teaching Composition. Portsmouth, NH: Boynton/Cook, 2002.

This edited collection, with an introduction by Thomas Newkirk,¬†showcases the “silent narratives” of beginning composition instructors and teaching assistants, those stories of resitance and confusion that many new teachers are reluctant to talk about because they fear being deemed failures by their fellow teachers, their supervisors, and their students. The essays included, written by TAs and instructors in the University of New Hampshire composition program, are divided into three sections. The first, about¬†the challenges of the first semester of teaching, includes essays about confronting student mediocracy in a required course and learning to adapt and teach “on the fly” when things don’t go as planned (teaching as a practical art.) The second centers around student and teacher relationships and includes pieces about how much a teacher should care about their students, how the personal lives of students often come up and must be dealt with in the writing classroom, and the difficulty of assigning students (who often aren’t much younger than you) grades as a new teacher. The last section deals specifically with different types of student resistance in the classroom, about students challenging a TA’s authority or expertise, about interpersonal problems with male and female students, and about privileged, intelligent students pressing an instructor to tell them exactly how to “fix” their paper. This collection of testimonials provides a space to tell these stories and air these concerns of new composition teachers, a space which Newkirk argues in his introduction that is needed in composition. In addition to telling failure stories, Newkirk believes composition teachers – both new and experienced – need to share “absurdity” teaching stores, visit the classrooms of their teaching colleagues to get ideas and to start pedagogical conversations, and to, in their research and professional writing, provide a more balanced view of the writing and work that happens in the classroom by using both excellent and not-so-excellent examples of student writing in their scholarship.

Quotable Quotes

“Silences in our narratives as teachers, the things we are reluctant to discuss” (1) what we think is not “normal” – Newkirk’s introduction

Notable Notes

edited by UNH PhD grad students (PhD in English with lit, rhet/comp, or linguistics track)

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