Revolution Lullabye

December 31, 2011

Aslup, Janet, et al., “Seeking Connections, Articulating Commonalities”

Aslup, Janet, Elizabeth Brockman, Jonathan Bush, and Mark Letcher. “Seeking Connections, Articulating Commonalities: English Education, Composition Studies, and Writing Teacher Education.” CCC 62:4 (June 2011) 668-686.

In the Special Symposium on the NCTE/CCCC Relationship

The authors explain how the SIG on Composition-English Education Connections has helped define a forum for groups of people interested in the training and support of writing teachers who normally would not cross paths, either identifying with NCTE or CCCC. This article explains the history of the SIG’s creation (first meeting in 2001), the effects the work of the SIG have had on scholarship and curriculum, and argues that the work of the SIG can form a launching point for future NCTE/CCCC collaborations that focus on the critical examination and research of pedagogy.

The authors note three themes emerging from the work of the SIG: 1. the development of a writing teacher identity that moves “across the borders” of NCTE and CCCC (674); 2. practical teaching and mentoring suggestions; and 3. innovation and growth in scholarship (connections with technology, writing centers, collaborations.) They also point out that the informal dialogue that happens at the SIG is crucial – the SIG gives those who practice writing teacher education the time and space to talk and come up with ideas (677).

Notes

The co-authors are former and current Composition-English Education Connections CCCC SIG leaders, whose members include WPAs, writing center coordinators, writing faculty, writing methods faculty, fieldwork supervisors, and National Writing Project directors (668)

topics discussed in early SIG meetings: Portfolio assessment, writing teacher identity, National Writing Project, literature/writing divide in teacher education

lists sample presentations given at the SIG meeting – other than those presentations, though, the meetings are informal, dialogic

Robert Tremmel and William Broz’s Teaching Writing Teachers of High School English and First-Year Composition as a foundational text

Good timing for the SIG: the journal Pedagogy  in comp/rhet signals the field’s interest in pedagogical issues, Common Core State Standards and push for college-readiness curriculum, WPA’s Framework for Success, NCTE and CCCC statements on the teaching of writing and 21st century literacies (678-679)

Quotes

Books/articles/scholarship alone cannot help writing teacher educators grow and develop: “Individuals must be prompted to come together, to convene at a time and place conducive to critical discussion and the sharing of ideas.” (677)

“These questions and the kinds fo answers that SIG presentations provide are inherently linked to larger research and policy efforts, and they are far more complex and central to the field than simply ‘what works’ in the classroom. The position and policy statements of NCTE and CCCC are the foundation for strategic initiatives, professional development, publishing, and professional conferences and hence influence the teaching and learning of English language arts around the United States” (679).

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December 29, 2011

Reid, “Preparing Writing Teachers”

Reid, E. Shelley. “Preparing Writing Teachers: A Case Study in Constructing a More Connected Future for CCCC and NCTE.” CCC 62.4 (June 2011): 687-703.

In the CCC Special Symposium on the NCTE/CCCC Relationship

Reid argues that the research, scholarship, and practice in the training of writing teachers, which she terms “writing pedagogy education,” can be fruitful ground for future collaborations between NCTE (focusing on K-12 English education) and CCCC (college composition and rhetoric.)  Reid claims that as a professional organization, CCCC has turned away from the practical issues of training teachers to teach writing.  She insists that scholarship on writing teacher preparation, instead being regulated to the margins of the field, as a solitary-institution specific practice or “sub-field” special interest group,  can bring together a variety of members of NCTE and CCCC in order to work on developing policy and practices for the training of writing teachers. In this way, Reid sees potential for a sub-field (writing pedagogy education) to revitalize larger disciplinary organizations.

Reid uses her own efforts to chair a SIG on the Education and Mentoring of TAs and Instructors in Composition and her work on the CCCC Committee on Preparing Teachers of Writing to show how difficult it was, with limited time and resources, to weave together local experiences of writing pedagogy education into a coherent, useful, and theorized whole about the preparation of teachers of writing. Reid calls on WPAs and those who train writing teachers to stop seeing themselves as “local practitioners” and rather, as part of a national, scholarly organization whose aim is to “articulate a larger vision” about writing pedagogy education (692-693). She argues that forums like SIGs and commissioned committees are not stable or sufficient enough to provide writing pedagogy education practicioners and researchers what they need: momentum and diversity of members. She suggests that CCCC follow NCTE’s lead and form a task force on writing pedagogy education, which could help create and support research grants, national studies, or online clearinghouses.

Reid points out specifically that “few studies of writing pedagogy education are data-driven, longitudinal, or inclusive of more than one program.” (692)

Notable Notes

Argues that scholarship in writing pedagogy education can address Patricia Stock’s 3rd question in what English education is: “(1) What is English? (2) How is English best taught and learned? and (3) How are teachers of English best prepared for their professional work?” (368, Stock “NCTE and the Preparation of Teachers of the English Language Arts,” 2010)

common problem in writing pedagogy education: the local: the isolation of individual writing programs, institution-specific needs and policies. No national network or conversation.

problems facing writing pedagogy education: How do you quantify teacher quality (tie in with national discussions on teacher tenure)? How can you measure writing learning as connected to teacher quality? How long does it take to develop good writing practices?  (692)

Move beyond the discussion of “what worked for us.” (692)

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