Reiff introduces her
article in a self-aware and meta way, giving a step-by-step analysis of what
she went through in formulating and confronting the very essay the reader is
reading. Her first example in the essay, though, is from an advanced composition course with a student who may be more keyed into meta-cognitive theory and better equipped to self-analyze. How formal should our expectations be of the way in which students
in early composition courses tackle assignments from a genre lens? How
reflective can we expect them to be in the process of coming up with a topic?
In reference to
Wysocki, I have always been interested in design, but how can we as
composition teachers better incorporate and teach design elements as part of a rhetorical situation? Although I believe we are familiar with certain
aspects of the discipline, our knowledge of this area may be less formal than that of someone who
studied typography or graphic presentation.
Hey Shaw,
ReplyDeleteI think that the best we can really do is teach students the basics and make them aware of design strategies. I feel like this will be a better initial lesson for them anyways as it's not something that many of them would think about. This I think will at least let them know that design is important and how they might be affected by it and affect their audience with it, unintentionally or not. But most of them won't need a formal lesson in it I don't think, and what we can provide is something that can be built on later if it turns out they do.