Observation

9/18/2012
Following my initial Women in Lit (WiL) observation, I decided to closely examine the class' syllabus, for specific details regarding the writing process. At the university level there is an expectation regarding a students' writing and revision abilities. Since this WiL course is writing intensive it is reasonable to have limited opportunities for drafting, peer editing, and rewrites; yet, I find it odd that syllabus for the 2000 level course does not mention visiting the university's Writing Center, for writing assistance. The Allyn and Bacon Guide to Peer Tutoring (2004), mentioned in an earlier Sept 2012 post, explains there have been stigmas suggesting the use of writing centers is solely for remediation purposes (p145). Obviously, this is not true. Good writers know they need assistance in creating good works. The involvement of an additional mind is the difference between being a student writer and an expert.

Students in the WiL class are required to compose five, two to three page, reaction papers in response to the collection of thirty-five plus required readings. Writers can choose the five to write during the semester, as long as they fall within the week of the reading and demonstrate an in-depth analysis, as well as originality of thought. The practice certainly will be useful leading up to the final 8 to 10 page research paper. Students have authority on their research topic; although instructor must approve it before drafts commence. In Pedagogy of the Oppressed Paulo Freire (1968) argued that students need relevant subjects/materials, during instruction, to foster active learning. Therefore, allowing students to select their own writing topics will support an interest in the researching process. However, there are not opportunities for rewrites, nor is there a gradual drafting and revision process, in the syllabus. Similar to tutors, educators have a responsibility to help students develop writing strategies and understand the importance of collaborative writing (p7). All writers evolve as individuals’ writings’ experience evolution. At the end of November students must submit the first draft of the final, research paper to receive comments back the following week. In 1913 Samuel Chandler Earle of Tufts University explained the weight of teaching composition should be placed in individual conferencing, with the instructor and student writer (p142). Again, WiL is not a composition course, yet every course that requires writing provides opportunity for writers to enhance their composition skills.  Perhaps all universities should emphasize the importance of instructors spending more time meeting with students to assist in the drafting process. I know of a professor that used to a few class days to schedule twenty minute sessions with students to focus on conferencing, for writing assignments that were the majority of students’ overall course grade. The academy did not support her thoughtful approach; after many years of this practice she was forced to cease and had to use the little free time professors have to convene with students.
One peer editing workshop has been incorporated into the class, scheduled for the first week of December. I question whether an earlier or at least two in class editing sessions would benefit the writers and their work. Feedback from peers not only provides opportunity for further collaborative writing, it also reinforces modifications that need to be incorporated for clarity and relevance.

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During the WiL class, the structure was similar to my first experience:
The terms “magical realism” and “autobio – nonfiction/fiction category” were scribed on the whiteboard. These concepts lead into the class discussion of the novel The Woman Warrior: Memoirs of a Girlhood Among Ghosts written by Maxine Hong Kingston.

There was a new element:
At the conclusion of the discussion, students were asked to write their response to the following question: What responsibility do fiction writers have to their audience(s)?

I wonder if the students are asked to participate in other in-class writing exercises. One more observation left to find out.