1. In Chapter 2 of Writing Strategies
there is a section addressing writing to transnational audiences. On
page 24 they suggest some pretty specific guidelines for writing to
non-native english speakers. How can we think about applying some of
these suggestions to teaching as well? It seems like a lot of these
suggestions could be applied as beneficial behaviors in the classroom
and the writing center to an array of people and situations. So, also
then, what can we learn about interacting with non-native english
speakers that we can transfer to communities closer to home?
2. On page 39 in Writing Strategies
walking is brought up as a useful way to generate ideas. A lot of
artists and innovators use this method successfully, yet consistently classrooms
are sedentary places. How can we bring this into the classroom? Or
should we take the class outside and on the move from time to time in
order to stimulate new enthusiasm and ideas?
Jessie!
ReplyDeleteI know I always loved my classes where we went outside! Sometimes, the professor recognized how great the weather was and took us outside. Other times, we students convinced our professor to move things outside. We basically mimicked what we’d do in the classroom outdoors. The change of scene was nice, though, especially when I had been inside the library for days writing papers. Often, we’d circle up and actually look at one another for once in a while. Another professor would have us spread out in groups to discuss something. He’d walk around, checking on the groups. After a set amount of time, he’d bring everyone together for a class discussion. On these days, I always felt more relaxed. Still, as teachers, we might think about tying the lesson into the activity of going outdoors, allowing the environment to impact class. There might be limitations on this technique if you work in a computer classroom. At the same time, that might be the very reason to move things outside and give students a break when they really need one.