Social Class Reproduction

Four Rules for Teaching Writing:
Image result for image: joy of writing
Always give writing assignments that

1. you will enjoy reading;
2. students will enjoy writing;
3. students will enjoy reading what others in the class have written
4. you will enjoy writing.

If any one of these conditions were not true, then it probably wasn't a very good assignment.

Advice I give to my students: When your words surprise you, you know you are writing.

Sunday, November 23, 2014

How We Know We're Wrong

I'm writing this just to remind myself as I'm going through Lad Tobin's book and taking notes (he and I are so much in synch--very surprised we never got together).

Here's one of my mantras (and I've probably said this before): if you don't like reading what your students wrote (and most likely, they didn't like writing--the struggle issue), that's proof that you set up the wrong rhetorical situation.


  1. I'm (re)reading your TNGW and feel this is some of the frustration in chapter "The Teachers" -- the expectation of one rhetorical response, the realization of students' different/unexpected response. A failure (at least a mis-step) of rhetorical efficacy from the course planning -- understanding the audience. Great chapter. I appreciate the post here.

  2. I will look into your book TNGW. I have long thought that if instructors want better writing from their students, then one step is to ask better questions. In fact, a hopeful focus of my studies for PhD (of course, when I apply for 2016 admissions) is the Rhetoric of Assignments / Prompts. Any advice on preliminary reading is appreciated :)