1. In Reiff's essay, she says that to critique and resist genres we must create an alternative and then goes on to say that students should be encourage to critique sites of intervention. What does Reiff mean by "intervention" as it is used in this context? What is the student intervening in through genre analysis?
2. We've talked a bit about portfolio vs paper-by-paper grading and we see this argument brought up again in Yancey's piece. What value do you see in both of these methods and what method, or combination of, do you envision yourself using in the classroom? Also, do you agree with Yancey that process becomes lost when we evaluate?
I think Yancey makes an astute point when she says the pivot to grading takes a few steps backward in regards to honoring process. In my class I see myself using portfolio grading. I'd like to alleviate student's anxieties about a lack of grades throughout the semester through one-to-one communication about where they are at. I would be asking them to approach me if they have concerns outside of designated conference times, and also if a student was really not doing well I would take responsibility to bring it up with them. My thoughts are that this will present (perhaps) a balance of accountability when it comes to communicating about performance throughout the semester.
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