A common thread I noticed while reading the final course descriptions assigned is a focus on key terms or rhetorical vocabulary. Perhaps I noticed this thread because of a heightened awareness (upon review of the course drafts submitted by my classmates and the comments provided by Dr. Harris on my course submission), but regardless, this focus on key terms will provide additional guidance as I continue to revise my course over the next several weeks.
Tinberg introduces critical vocabulary as he lays out the goals for acquisition of 4 kinds of knowledge – rhetorical, genre, process, and metacognition. A full understanding of this vocabulary guides students’ understanding of their own writing, their classmates’ writing, and any readings they may encounter throughout the course. He demands that students use this language to “discern the elements of effective writing in their own work as well as in that of others.” Tinberg goes on to discuss the importance of “developing a critical and precise vocabulary about writing” as he describes the critical process of “post-writes” that play an important role throughout his course.
Wardle and Downs go on to flesh out the meaning of writing as a rhetorical activity that is “situated,” “motivated,” “contingent,” “material” or “embodied,” and “epistemic.” More key terms associated with writing. Their writing about writing approach relies on students’ understanding of the vocabulary that allows a deep understanding of what writing is and how we can learn from our own writing as well as the writing of others.
Yancey considers writing through a Bloom’s taxonomy lens – a process where students learn facts, engage with concepts, practice, and reflect (more key terms associated with writing). She then compares the power of key terms associated with other practices (like soccer) to writing – our students have the learn the nuanced vocabulary associated with writing so that they can practice and improve (just as soccer players must practice and improve their dribbling, passing, and crossing – not just “kicking”). She specifically references “rhetorical situation,” “composing process,” “discourse community,” genre,” “literacy,” and “reflection.” Yancey’s syllabus ends with a list of key terms, emphasizing the importance of vocabulary to her course.
While the incorporation of vocabulary may seem like an obvious focus in an English class, I was reminded as I read these final chapters that our students need guidance on what these key terms mean, why they are important, and how to apply their understanding of the terms to their own writing and the writing of others. I am hopeful that I can revise my plans to be sure that a deliberate focus on vocabulary is clear and deliberate and that my students leave my class with a confident ability to use these important terms beyond the walls of their first year comp course.
E688: Seminar in Teaching Composition 