The discipline of writing produces subjectivity, and it shapes our world to discuss its shifting discourse.  Writing has become more digital, visual and audio centered, and teaching composition is now about breaking out of routine, and being a learner too.
The essay as a digital composition tool expresses idea, opinions, puts is all in writing - a shape and it becomes concrete. The purpose of composition also is to tell a story, share ideas, to hone conversation skills, vertical thinking, self-revision, and reading and writing, which are inextricable and cannot be separated. And, knowledge of grammar is always important ...so what do we want students to learn about writing again? Maybe how to be a prosumer - a producer and consumer. I appreciate Professor Tom Peele's guidance in achieving this aim to support the modern composure and student, teacher and professional ...with a digital technology influence.



My end goal is to help the student and myself feel empowered, to write more textually authentic and to construct original knowledge. Bottom line - when students are asked to explore identity throughout digital writing platforms and all of its complexities and tensions, this encourages personal growth for the student and teacher.

 

Professor Peele’s syllabus states, “…the course will prepare students to teach in the LIU/Brooklyn Writing Program. This is an important distinction because our readings and course discussions/exercises will serve to illuminate the theories and practices of teaching writing at LIU. However, the course should provide students with information and expertise to teach writing at other colleges or universities.” This bigger picture goal of the course accurately describes my objective as well, as I have an interest in teaching writing down the road in 2013, and I gained more clarity about the occupation of teaching writing from English 700 this Spring.

 

The act of giving grades to students also was an important topic motivating me to learn more. Bloom states that grades are, “a simple code that can be interpreted with alleged unambiguity by whoever sees the symbols and knows the context.” The question remains: how does assessing ‘learning to write’ work best in a writing workshop environment and within the classroom? It is understood that the determining of a grade is complex. And, certainly teachers and individual students come from different backgrounds culturally and academically. Therefore, how is the role of grading a student (and the effect) defined? So, the focus of the composition course that Bloom describes, and what happens during the entire semester - is on making writing better, and not on a letter grade. She asks her students to turn in a paper when they think it is finished. Throughout Bloom’s writing course, student papers are workshopped and revised, but no grades are given. I am intrigued by this technique, and want to explore it more.

 

In my ideal course I use description or narration asking students to explore an aspect of their personal history as a writer or as a student. The course concentrates on polishing and revising short essays, and grading criteria includes the logical flow of ideas, precise language, specific examples, and grammatical clarity, and aims to embrace all students through a supportive environment. Some more takeaways from the readings to remember: no textbook, syllabus or amount of preparation can prepare for the unexpected because each student and class is different. Writing is a difficult skill to develop, expect to adjust materials and the pace of classes.

 

Bonnie W. Epstein writes about her experience as a new professor, and she composes a memoir style essay about teaching in Teaching Freshman Composition-Getting Started. Her words resonate with me because I imagine a steady level of anxiety existing throughout the semester, and through stress, confidence and skills are born. “What skills do beginning students need to learn? One thing I believed then and am more sure of now is that freshman must have help learning how to write in ways that other instructors will expect of them: summarizing readings, synthesizing sources, critiquing assigned materials and preparing the typical research essay,” said Ebstein. My takeaway list of standards and values in students’ writing includes: an eye for detail, clear descriptions, critical analysis and interpretation. Also, personal experiences add humanity to one’s writing, and these seal the connection to the author’s outside world, which then creates a bridge for deeper understanding - on both sides.

 

https://www.oakland.edu/oumagazine/alumni-voices/2023/fall/the-gift-of-a-lifetime

January First first day, sun bursts clouds lungs suck clean air, cool freshness falls on blue shadows my dreams portray blurring time whizzing life’s reality moving dawn to dusk experience stores memory for reference a mature sun bubbles calories burn raising bodies temp to brave winter our planet’s people recycle lucky dispositions eat black peas meanwhile Michigan teams play one-on-one schools compete to win roses strategy to toast new year with friends, family and aided to continue tomorrow again to endure your pain alongside eagles sky high above clouds, sun shines

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Amyre Loomis: Digital Composition, Photos, Videos: Floriano Vecchi Crusifixion Paintings

Amyre Loomis: Digital Composition, Photos, Videos: Floriano Vecchi Crusifixion Paintings, 1980