1. I don’t know
about you, but I personally would love to have taken a class
following any of these strands, although whether or not I would want
to teach all of them is a different matter. Still, looking at them
makes it difficult to choose. Would you choose one strand one
semester and then try another the next one, use the same basic strand
each semester, or combine elements?
2. In the Sommers
piece, students preferred other terms than revision when it came to
their personal process. To what extent should we encourage this in
the classroom? Should we use a different word ourselves or does that
run the risk of forcing a specific process on students? Should we
encourage them to personalize their revision in the way these
students did?
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ReplyDeleteI just realized my second question was similar to others' and feel the need to post another. This reading left me full of questions, anyway. Bishop offers what I understand to be a way for students to put revision in a new perspective through "radical revision" (184). How could we ensure students don't take this as more than another method?
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