In class on Tuesday, we brought to an end our largely historical discussion of the field of Rhet/Comp. We t talked about the role deficit thinking plays in the field and how, in some ways, we can understand the field as in contrast to writing classrooms that focus on error rather than possibility. We talked about the centrality of teaching and of first year writing to the field, certainly in the beginning, but, also, how during the 80s and 90s there was backlash against the "school marm" idea of what the field was about (Crowley).
We Also read the introduction to Asao Inoue's Antiracist Writing Assessment Inoue is a strong example of the kind of scholarship that the field is concerned with now. Here we see legacy--the way he positions writing instruction against ideas of error and deficit, the way he is even talking about a classroom and about teaching and how to teach writing, a concern for representation and diverse students and their success (which really is just the obvious continuation of ideas that were present in Elbow, Murray, etc). We see what has lasted as an area for research (writing instruction) and what has changed (what that instruction looks like).
To really dig deep into current scholarship in the field, this week I've asked folks to read Chapter five and one other chapter. I am repeating the groups and the chapters everyone is reading here:
Chapter 1 & 5 Chapter 2 & 5 Chapter 3 & 5. Chapter 4 & 5
Brian, Maura, & Olivia Alyssa, Megan, & Sarah Ashley, Kayleigh, & Matt Melissa & Shauna
THE PROMPT: Check out the questions that we developed in class on Tuesday night based on discussion of the introduction to Inoue by clicking on this link (same one as I put in the chat on Tuesday and also available on our syllabus and class update page).
As you read your two assigned chapters, see what your chapters offer as answers to these questions. As you post, you might focus on one question you think he addresses a lot in your section or you might focus on a few questions. It's unlikely that any one chapter will answer all of the questions. Post a reading journal that explores how Inoue answers one or more of these questions.
In-class, you'll have time in these small groups to share notes about the most important ideas in your chapter. You should be prepared to share that information with the rest of the class. We'll have a discussion about the ways our questions are answered (and perhaps not answered) in the further chapters of Inoue's text.