Reverse Annotated Bib practice space

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Reverse Annotated Bib practice space

9/25/2020

Hello Folks, on the syllabus, I am asking you to post a short reflection--not your usual length, maybe just 100-200 words--about one of the articles you are reading for the reverse annotated bibliography project.

If I could make a suggestion, if you post a sample annotation, I can go in and give you feedback on how successful it is. That's not a requirement. It's an offer of feedback now. The point of this second post this week is to nudge you towards getting the work done at a reasonable pace rather than having to do everything all at once.

The reflection that I'm asking you to write should help you to write your final reflective piece tied to the annotations. But writing the annotations, a skill and art in and of itself, takes some doing to. So if you want and have the time, you are welcome to use this space to practice and get feedback, but, again, you don't have to.

10 Comments

Katelyn Fitzsimmons

9/28/2020 08:40:56 am

"Eco-logic for the composition classroom" by Richard M. Coe stives to reveal content that has a place in the modern composition and rhetoic classroom spaces. Coe defines ecological as, a logic designed for complex wholes and any logic which considers wholes as wholes, not by analyzing them into their component parts. In this article, Coe focuses on the big picture -- the writing classrooms have the responsibility of fostering not only writing, but also observing and thinking. These "wholes" in this case all play a major role in teaching writing. This article also explores how these ecological spaces are created effectively and stresses its importance.

Maeve McDonagh

9/29/2020 12:30:33 pm

“Rethinking Remediation: Toward a Social-Cognitive Understanding of Problematic Reading and Writing” by Glynda Hull and Mike Rose aims to explain the origins of under-prepared student’s “poor” writing and reading skills. They do this by looking at a case study of an under-prepared student and through interviews with her, they examine how her negative experiences in school led to the way she reads and writes. This article was written in 1989, well before Inoue’s book was published, and it sets up the ecological problem which Inoue attempts to solve through his antiracist writing assessment ecology: that students from underprivileged backgrounds, which are disproportionately students of color, are not prepared to assimilate into the white racial habitus we consider “good writing” not because they are less than but because of the way they are being taught and the experiences they bring to a classroom. This article aims to help scholars understand why students are under-prepared and Inoue uses that to build off of to suggest not only that they are under-prepared due to experiences that do not line up with the white racial habitus, but also how instructors can correct this inequity in the classroom.

Nicole Moscone

9/29/2020 03:31:28 pm

I decided to post a sample of my first annotation.

Madaus, G. (1993). A national testing system: Manna from above?: An historical/technological perspective. Educational measurement, 1(1), 9-26.

In the article “A National testing System: Manna From Above? An Historical/Technological Perspective” Madaus argues that when analyzing proposed national testing policies one needs to consider the history of technology development in tests and the reasons behind those developments. He argues that tetsign policies need to be examined using a technological and a historical angle. Madaus explains that too often the history of test policies are ignored or dismissed. He argues for the importance of looking back at the history in order to improve future testing policies. Within the article, the author analyzes the role of authentic assessment in current national testing policies. He explains that when looking at current testing proposals using these two angles, the proposals prove to be questionable when attesting to students' success.In order to examine testing policies one must see assessments as a form of technology. He writes, “Much of present technology is specialized arcane knowledge, hidden algorithms, and technical art; it is a complex of standardized means for attaining a predetermined end in social, economic,administrative, and educational institutions”( Madaus, 1993,12). Policy makers seem more concerned with the use of rather than thinking about the design of the technology and the consequences it will produce.

Diana Cross

9/29/2020 07:05:38 pm

Horner et. al’s “Language Difference in Writing: towards a translingual approach” argues for an extension of the CCC’s resolution to “differences within and across languages” by implementing a translingual approach. This approach directly contrasts the traditional approach to writing, which usually insists on achieving correctness within and conforming to the use of Standard English. While a traditional approach may disregard and devalue the significance of dialectic English and English language learners, a translingual approach honors all language users, interrupts English monolinguist expectations, by challenging their foundation that there is one way to “speak and write” and highlights how language differences are a resource not a problem. Horner et. al’s outline of a translinguistic approach extends Inoue’s insistence that we address systemic racism through assessments and adapt old or adopt new practices in our classrooms.

Andrea Hicks

9/30/2020 04:59:00 am

“On Students' Rights to Their Own Texts: A Model of Teacher Response” examines the relationship between teacher and student as it relates to writing and teacher response. Teachers are more likely to accept work from students who have done well in the past, regardless of what the writing actually looks like. The teacher’s role is always to fix whatever the student has done wrong, rather than look to the student’s writing for new and novel ideas. However, this becomes problematic because students already have little incentive to write in many cases, and to take away any authority they may have had with their writing could potentially take away much of student engagement in the text. Teachers’ roles as evaluators should not be to search for errors in a student’s writing; rather, a teacher should be examining where the student is coming from and acknowledge the unique ideas of each individual writer.

Carl Olson

9/30/2020 05:19:19 pm

The article “The Trouble with Outcomes: Pragmatic Inquiry and Educational Aims” by Chris Gallagher uses Dewey’s Pragmatic thinking to look at outcomes assessment. He discusses how outcomes assessment suffers from building the end goals from the beginning and without classroom context because it leaves no room for consequences. Outcomes can be too linear and fixed, while consequences in the Pragmatic sense allows for more recursive assessment. Gallagher proposes a different approach to educational aims through what he calls “articulation.” Articulation allows for external and internal aims to have a conversation, in a sense, and it calls for as much faculty as possible as well as some students to be involved in the process of creating these educational aims. This allows for more flexibility by allowing the presence of consequences and by working within a local assessment framework while also incorporating external assessment outcome needs. This Pragmatic approach to educational aims does a good job of considering and balancing everyone’s needs - from the students to the faculty to the administration.

Clare Nee

9/30/2020 06:05:14 pm

The article “Reality, Consensus, and Reform in the Rhetoric of Composition Teaching” Greg Myers investigates the notion of composition as a “social problem” in the work of Sterling Leonard and Dewey, some of the first pedagogy thinkers of time, which years later reemerge in the work of Elbow and Bruffee. Myers uses marxist, progressive ideas of change that recognize the importance of one’s social upbringing as creating one’s reality and ideology. He argues that Dewey and Leonard’s work highlights social context as something that is external to the student, yet shapes their reality of power, authority, or a lack of such. Whereas Bruffee and Elbow rely more on the internal control of ideology. These scholars believe that “the individual learner may use the social world as a tool to help him or her learn writing, but the system of language is produced by individuals, not by society” (165). Myers pleads that, “If we see that schools can be both places of liberation and places of oppression, then we have to ask how we are using what limited power over people’’s lives we do have” (p. 164, 1986).

Kyle Rego

9/30/2020 07:50:12 pm

In her article, “Differences from Somewhere: The Normativity of Whiteness in Bioethics in the United States,” Catherine Myser argues that scholarship in the field of bioethics had, until the publication of her piece in 2002, neglected to recognize the problematic “normativity of whiteness” at its core. Myser’s offering defines whiteness in the context of the United States, tracing its origins to the first Congress’s 1790 vote making whiteness a requirement for naturalized citizenship. She points out that this “whiteness” then took the form of the white
Anglo-Saxon Protestant while those who boasted not this title found themselves defined in some sort of “otherness.” Myser finds that foundational tenets that govern the field of bioethics as established by Fox mirror those defined by the WASP cultural superstructure of whiteness that established them through its historical position of power. Most interesting is Myser’s discussion of “whiteness...as the unmarked or neutral category” while those considered in relation to whiteness are marked by “difference,” or as “others” as previously mentioned. She argues that this white dominance must be problematized and addressed directly if any chance for the destabilization of the normalization of whiteness exists.

Erin Slayton

9/30/2020 08:59:04 pm

Ratcliffe, Krista. (2005). “Defining Rhetorical Listening.” Rhetorical Listening: Identification, Gender, Whiteness. Southern Illinois University Press, pp. 17–24.

The first text I found is Krista Ratcliffe’s opening chapter “Defining Rhetorical Listening” which appears in the book Rhetorical Listening: Identification, Gender, Whiteness (2005). This intersects with Inoue’s investigation of power in Chapter 5, specifically in questioning how power relations are formed in the classroom, and how students will listen to each other. This is where rhetorical listening is mentioned for the first time, and in Ratcliffe’s chapter, this term is expounded upon. The main argument posed is that often listening is not theorized or even instructed as to how, whereas the author here complicates our understanding of this phenomenon, positing that listening is not a naturalized activity, and instead, should be explicitly taught and emphasized as a skill that informs rhetoric and composition studies. Instead of a passive compliancy, rhetorical listening is about noticing difference, and investigating and defining voice, which requires a degree of openness in students “in relation to any person, text, or culture (17). These implications extend far beyond the classroom, as rhetorical listening can be employed in any rhetorical situation, allowing us to hear complexities of intersectionality, and how these nuanced identifications are alive in the text.

Liz Brady

10/1/2020 12:42:09 pm

Omi and Winant’s 1994 book Racial formation in the United States: From the 1960s to the 1990s was referenced in Inoue’s first chapter specifically for their definition of racial formation. Omi and Winant explain that America’s “race dilemma” remains unsolved. This is explored in chapter 4 through the example of a woman named Susie Guillory Phipps, who sued the state of Louisiana in 1982 to change her race from black to white. She descended from a black enslaved person and a white slaveowner, which made her more than the legal threshold of 1/32nd black. This raised questions about the definition of race, given that this woman had lived her entire life as a white woman. In the end, though, she lost the case and remains black to the state of Louisiana.

Omi and Winant, in turn, argue against the concept of race as an essence, instead suggesting that race is a sociohistorical process that they term racial formation. Race behaves more like a verb than a noun, and it functions on a larger scale than is commonly thought. They detail a variety of settings in which race is impactful, from religion to politics to social processes.

Reverse Annotated Bib practice space

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