composition

Growth mindset is a concept coined by Carole S. Dweck of Standford University's Psychology department. Essentially, it's the idea that a mind is capable of developing new skills or improving old ones without limitation. This stands in contrast to a fixed mindset that believes the mind has finite limitations for learning. Dweck argues that a growth mindset is essential to deep learning. When a student has decided, they are just not capable, but they lose motivation to learn. On the flip side, when a student believes they have learned everything about a subject, they also stop learning. Of course, that is the simplified explanation-- not everyone has the fixed or growth mindset all the time and the growth mindset can be developed. Context is important. The concept is appealing to educators because it means, in the right conditions, students can flourish. They can become learners. Unfortunately, some educators bought into the "cliff notes" version of the growth mindset...

I've seen some of the arguments that we don't need feminism anymore that have been shared via #IDontNeedFeminism  and #WomenAgainstFeminism on Twitter. They aren't very good arguments, as most of you can imagine, and usually play more into the rhetoric of feminism than the actual body of theory and work that is feminism. It convinced me that I need to be more vocal about the experiences that shape my life as a young white female in academia. My experiences may not reflect all experiences, but I can bet that many women have found themselves in my shoes. Here are just two experiences--there are many more I could have shared-- that tell me why we still need feminism and have nothing to do with "man-hating." Today... I am writing consultant. I like to do online sessions. WCOnline has this great program that enables you to chat with a user in order to help them better their writing. The program allows each user to see what the other user is writing as they type, so it...

I just returned from the 2014 IWAC (International Writing Across the Curriculum) Conference at the University of Minnesota, and I have to say it was one of my best conference experiences yet. The presentations were engaging, the people were open and friendly, and Minneapolis was a great city. During my brief two days there, I managed to sit in on 5 panels, one in which I presented, a keynote, and an incredible plenary session. In truth, it made me a little sad that I'm not a WAC WPA because I would have loved the opportunity to implement some of the ideas that were discussed at the universities where I am involved in writing pedagogy. The Panels Here is a brief overview of the titles of the panels that I attended: Role Reversal: When Students Teach Faculty in WAC Programs - Deanna Daniels & Brandy Grabow, Kate Ronald & Lucy Manley, and Greg Skutches Writing Beyond the Curriculum - Nicole Papaioannou, Dan Reis & Caroline Klidonas, and KaaVonia Hinton & Yonghee S...

Recently, I've been thinking about the issue of upward mobility, especially how education plays a factor in that process. Theoretically, a college education will help ensure that an individual winds up within or above middle class, but the ability to complete that education or make use of that degree is becoming more challenging, especially for those who do not have the advantage of wealth. In thinking about these issues, I stumbled onto "Literacy, Technology, and Monopoly Capital" by Richard Ohmann in my Cross-Talk in Comp Theory book. The first part of the essay describes the development of the terms "literacy" and "illiteracy" as we use it today. One idea becomes very clear. The term is tied directly to class. Ohmann explains "[literacy education] was a top-down discourse from the start, and its participants almost invariably took the underlying question to be: how can we keep the lower orders docile?" (701). Indeed, the main purpose seeme...

Last night was the highly-anticipated annual Victoria's Secret Fashion Show, the runway that in many ways sets the standard for "sexy" in America. As expected, my social media feeds flooded with statuses about the show-- or I should say, about the models. Not a single one of the posts was about the production or the garments; they were all about the women working the catwalk. Most of the posts fell into two categories: adorers and "haters." Some of these people thought the models were absolutely stunning and some were unhappy with the how thin the models were. However, this one Instagram post really seemed to capture the theme of the conversations: In case you can't read the text, it says " Hating on her makes you fat, ugly, miserable, and jealous ." Indeed, across the board, those who were supporting the models weren't just saying, "they're pretty," but that if you don't like the models, it's because you're insecure. ...

Today, Adam Weistein published a post titled " Jameis Winston Isn't the Only Problem Here: An FSU Teacher's Lament ," in which he discussed how high-profile college sports are creating an atmosphere that fosters intimidation, cheating, and irresponsible behavior. And while I can't support his careless use of Islamic extremists as a metaphor for college sports culture, I can empathize with the struggles FSU teachers have faced when dealing with high profile athletic teams. I, too, have dealt with them firsthand, both as a student and as a professor. The Almost Rape As a college student, I was an athlete. That means I socialized with other athletes from other teams. In particular, as freshman, I took a liking to one of the older baseball players, and I decided to go to one of his baseball player house parties... I bet you think you know where this story is going, but it's not... Nope, Baseball Guy didn't touch me inappropriately at all. He was actually a ver...

Last week, I had to read Mina Shaughnessy's 1976 essay "Diving In: An Introduction to Basic Writing" for our professional development session at the writing center where I work. I've read her book Errors and Expectations (1977), but this was the first time that I had a chance to read any of her shorter works. Though the article is nearly 40 years old, the problems and solutions described by Shaughnessy are still applicable today. Shaughnessy's main argument in the piece is that educators need to stop considering basic writing "a writing course for young men and women who have many things wrong with them" (291). Instead, she argues that writing instructors need to begin to examine their own teaching and learning processes and the complex and contextual needs of their students. To show how these issues manifest themselves in the university, Shaughnessy outlines a "developmental scale for teachers," complete with four stages. They are: Guarding ...

Last weekend, I had the pleasure of experiencing a wild weekend of dancing at the Electric Zoo Festival in New York City, a huge annual electronic dance music (EDM) festival held on Randall's Island. It was an incredible experience. Thousands of people of all ages, from toddlers to the rare elderly individual, came to this event and danced together to different genres of EDM music and high-powered light shows. I met people from all over the country and even from other countries, including an entertaining trio from London on my ferry ride home the last day and a duo from Serbia. EDM and Education Like education, EDM is comprised of many different genres and draws people from all walks of life. Under the umbrella of EDM falls disco-like dance tracks, ambient trance music, punk-rock-esque dubstep and much more, and at EDM festivals, you are likely to find all of these genres of music co-existing. You are also likely to find a very diverse crowd, one that represents different style ...

Yesterday, in one of my graduate courses (Composition Theory and Teaching Writing),  we were talking about the work of Brodkey, Grimm, LeCourt, Port, Denny, and Villanueva. Some really interesting critiques/theories arose. For me, the most compelling idea-- given my interests in voice, authenticity, and grammar-- was the notion that one can only have a (writing) voice if she/he is close to the center/the norm.  As a middle-class, well-educated, white woman, I am very close to that norm, which means I have been granted access to my "voice," and I never considered that the language of education might deny others their own. I have since begun to understand that when students are far from that normative ideal, their voice is denied, labelled incorrect. Instead of embracing these different voices, education seeks to mold it into the language of the white middle class. Furthermore, in order to do this, students are forced to give up their accented language, which is ripe with ...

Watching late-night television, a certain ridiculous commercial caught my attention. The commercial itself was really mediocre advertising at best (I don't even remember the product it was promoting), but as someone interested in concepts of Englishes, grammars, signs and signifiers, and audiences, I couldn't help be struck by one simple word-- "gooder." Hearing that word, my head bobbed up from my laptop to catch the last 10 seconds of the clip. In the commercial, a woman named Jane and a female friend are talking about (I think) a weight loss product, which her friend says is "gooder." Jane's initial reaction is to say, "gooder isn't a word." Following shortly after Jane's remark, her friend notes enthusiastically, "Jane, you look gooder!" This time, Jane ignores the grammar trespass and agrees. Jane, of course, comes to accept "gooder" as a real word, when it conveniently describes her weight loss and makes it bet...

When people say "ignorance is bliss," they aren't kidding. Learning about language has totally ruined my life! Ok, so maybe that's a bit of an exaggeration, but really, taking Literary Theory and Composition Theory has completely changed my way of looking at the world. I can't do so much as go on Facebook without thinking about language and ideology-- which is how I was inspired to write this post. Today, I was struck by something I say all of the time. A friend wrote about girls who are "one of the guys" in her Facebook status, and I thought, "Well, hey, I'm 'one of the guys.'" For most of my life, at least up until my sophomore year of college, my closest friends were predominately male. When I was younger, I would climb trees with the boys, ride bikes with the boys, hike in the woods with the boys, and light things on fire with the boys. When I got older, I watched football with the guys, drank with the guys, watched action movie...