Revolution Lullabye

January 4, 2013

Valentino, Serving Those Who Have Served

Valentino, Marilyn J. “Serving Those Who Have Served: Preparing for Student Veterans in our Writing Programs, Classes, and Writing Centers.” WPA 36.1 (Fall/Winter 2012): 164-178.

This article, which is from the author’s 2012 CWPA address, explains several strategies writing teachers and writing program administrators can take in order to accommodate the specific needs of veterans in their classrooms and writing programs.  Valentino cites the increase of student veterans (and children and parents of veterans) at American colleges and universities. She stresses the diversity of the veteran population, she argues that writing teachers and WPAs need to be prepared to help veterans make a successful transition into college life. Some of her suggestions include resisting “profiling” student veterans, giving student veterans the option to talk or write about their war experiences (or not), being attune to other civilian students’ attitudes or comments to student veterans, and making assignment and classroom expectations clear from the get-go.  Her article also provides some helpful statistics about student veteran demographics.

December 31, 2011

CCCC Position Statement on the Preparation and Professional Development of Teachers of Writing

“CCCC Position Statement on the Preparation and Professional Development of Teachers of Writing.” Conference on College Composition and Communication. 1982. Web. 31 Dec. 2011.

This 1982 CCCC position statement argues that teachers of writing at all levels need adequate training and ongoing professional development to do their jobs well. The position statement is clearly influenced by the contemporary movements in the field of rhetoric and composition (writing as a process, writing to learn, connections between rhetoric and composition and linguistics, cognitive psychology, etc.)

Specifically, they state that teachers preparing to teach writing should, in the course of their training, have the opportunity to 1. write, 2. read and respond to writings done by students and colleagues, 3. read their own writing critically, 4. understand and practice writing as a process, 5. understand and practice writing to learn, 6. learn how to assess writing, 7. study research in the discipline, and 8. study writing in relation to other disciplines. The position statement calls on all those responsible for the preparation of teachers of writing (English faculty, English education faculty, secondary schools, state education departments) to invest in the disciplinary-grounded model of teacher education they propose.


guidelines for teacher preparation, but not explicit arguments for what should constitute ongoing training and preparation

March 18, 2009

Bolter, Critical Theory and the Challenge of New Media

Bolter, Jay David. “Critical Theory and the Challenge of New Media.” In Eloquent Images. Eds. Hocks and Kendrick. Cambridge, MA: MIT Press, 2003. 19-36.

Bolter argues that writing teachers have a unique position in the university for approaching new media as a critical practice, distinct from the critical analysis done in the humanities and the practice of new media done in graphic design and fine arts. His chapter explores the binaries present in the study of new media (dichotomies present in other areas of the university as well): theory/practice; critique/production; the ideological/the formal; the verbal/the visual, seeing how the critical practice of design in new media challenges them. Bolter shows how his department at Georgia Tech plays with the tensions in these dichotomies in an eclectic, multidisciplinary way.

Quotable Quotes

“The World Wide Web and other new media challenge not only the form of the book, but also the representational power of the printed word.” (21)

repurpose v. remediate: repurpose = “pour content from one media form into another, while attempting to replicate the earlier medium’s definition of the authentic.” (29) remediate = “to borrow the sense of the authentic from one media form and to refashion it for another” (29), what good Web designers do.

“a new critical theory is needed that can make us aware of the cultural and historical contexts (and ideologies) without dismissing or downplaying the formal characteristics of new media” (34)

“design in context must be critical and productive at the same time” (34)

Notable Notes

can the Internet replace printed books? is that the goal?

new media as a critical vehicle, you do something with it, not just talk about it or critique it.

educators are trying to close that theory/practice binary

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