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Category Archives: Rhetoric and teaching
Writing For Busy People
Today I facilitated a workshop for faculty called “Writing for Busy People,” otherwise known as the “Professional Writing Institute.” We had ten participants: three people from the library, one from kineseology, one from computer science, one from education, one linguist, … Continue reading
Breath, Grammar, and Proper Punctuation
Today’s post is a reworking of a newsletter article I wrote several years ago. In the Writing Center we field a lot of questions about punctuation, and we see a lot of punctuation problems. Most writers, even professional writers, feel … Continue reading
Assessing English
I just spent two days at a WASC-sponsored conference on “Teaching and Assessing the English Major.” WASC is our institution’s accrediting agency, the Western Association of Schools and Colleges, so we have to listen to what they say. A WASC … Continue reading
What are we teaching when we teach literature?
This week my seminar has been reading Louise Rosenblatt’s The Reader, The Text, The Poem. After several weeks of analyzing everyday texts, the literature students in the course were happy to finally get to what they saw at the beginning … Continue reading
Reading RIAP
“RIAP” stands for “Reading Institute for Academic Preparation.” It is a California State University initiative to improve the teaching of reading in high school. My campus was funded to run an institute this year, so I spent the past two … Continue reading
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Letters to Shareholders
Last night the seminar looked at Chapter 2 of Glenn Stillar’s Analyzing Everyday Texts in which he lays out a system of discourse analysis based on M.A. K. Halliday’s social semiotics. We actually had a good time. Last time I … Continue reading
The Reading Conundrum
The book for last week’s seminar meeting was Reading Rhetorically by John Bean, Virginia Chappell, and Alice Gillam. As I noted in another post, this is designed as a freshman text, but I tend to use it as a teacher … Continue reading
Students as Pundits
More than 30 years ago the California State University implemented the English Placement Test (EPT) as an instrument for placing students in appropriate composition courses. The test was innovative at the time because it was one of the early large-scale … Continue reading
A New World of Orality?
In my seminar last night we discussed Walter Ong’s concepts of primary and secondary orality. Primary orality is the state of a society that has never known or developed literacy. The history of the group, lineages, myths, stories, and customs … Continue reading
Is Literacy a Good Thing?
Our culture associates high levels of literacy with intelligence, civilization, and knowledge. Much of our educational system is devoted to teaching and developing literacy. We admire people who read quickly and who have read many books. We scorn those who … Continue reading
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