1. Tobin says he doesn't discount the
differences in theories concerning writing as a process, but notes
that these differences become far less important in the classroom
where instructors are adept at applying the varied approaches when
necessary. I wonder about the sometimes dogmatic insistence on one
correct theory that those who study composition without teaching it
might fall into. Is this what Bartholomae resisted in his insistence
in remaining a composition instructor as well as specialist?
2. Tobin also points out that as process
pedagogy became a common form of writing instruction in universities
it lost its edge. He suggests this is because of “quirks
of some individual teachers and the nature of the textbook business,”
but perhaps it is because within the seated, indoor,
teacher-student hierarchy of our education system in which teachers
are outnumbered and the economic efficiency of the institution is
valued first creativity will always, eventually, be driven toward
standardization and replication of some sort?
Jessie,
ReplyDeleteI think you bring up an excellent point that connects back to our conversations in McElroy's class. I think it is a serious issue that teachers cannot meet all the needs of students when it comes to the writing process. Writing centers are important as a mediating force that help to develop the needs of the student when managing the writing process.