Before taking this class, I never considered how much effort is put into creating a college curriculum and how different axiologies can shift how a class incorporates writing into a course. While discussing his writing pedagogy and how he develops a course curriculum, Professor John Whittier-Ferguson insights as to how curriculums are developed in actual collegiate environments. Despite having taken one of his previous courses, Whittier-Ferguson illuminated many aspects of his pedagogy that both connected to and created tension with our own class content.
Professor Whittier-Ferguson’s classes focus on his area of study—Twentieth Century American and British literature with an emphasis on the modernists. While his classes are largely centered …show more content…
This became most apparent to me as I reviewed Fulkerson’s piece because he points out that a C/T Rhetoric axiology might use the following model: “Teacher modeling, followed by student performance, followed by critique, followed by further practice would be an appropriate learning sequence,” (671). This model is almost identical to Whittier-Ferguson’s curriculum in that he models good writing by developing theses in class discussions, assigns an essay, provides feedback on that essay and encourage revision, and then assigns another essay. Furthermore, Whittier-Ferguson’s theory that “good writing comes from good thinking” is echoed in C/T rhetoric axiology emphasis on critical thinking and is perhaps less tied to centralizing the text around the writer—a notion that’s crucial to expressivist …show more content…
For example, I was able to contextualize how effective his revision process was since I myself had gone through that process. However, I found it interesting to hear his perspective on what he practices he finds effective in teaching writing. When seeing those practices through the lens of C/T Rhetoric axiology, elements of his writing pedagogy become illuminated that I had not noticed while taking his class. It was also interesting to see how a professor does or does not notice power dynamics in academic contexts. Through this conversation, I was able to gain insights into the thought processes of developing a collegiate
Professor Whittier-Ferguson’s classes focus on his area of study—Twentieth Century American and British literature with an emphasis on the modernists. While his classes are largely centered …show more content…
This became most apparent to me as I reviewed Fulkerson’s piece because he points out that a C/T Rhetoric axiology might use the following model: “Teacher modeling, followed by student performance, followed by critique, followed by further practice would be an appropriate learning sequence,” (671). This model is almost identical to Whittier-Ferguson’s curriculum in that he models good writing by developing theses in class discussions, assigns an essay, provides feedback on that essay and encourage revision, and then assigns another essay. Furthermore, Whittier-Ferguson’s theory that “good writing comes from good thinking” is echoed in C/T rhetoric axiology emphasis on critical thinking and is perhaps less tied to centralizing the text around the writer—a notion that’s crucial to expressivist …show more content…
For example, I was able to contextualize how effective his revision process was since I myself had gone through that process. However, I found it interesting to hear his perspective on what he practices he finds effective in teaching writing. When seeing those practices through the lens of C/T Rhetoric axiology, elements of his writing pedagogy become illuminated that I had not noticed while taking his class. It was also interesting to see how a professor does or does not notice power dynamics in academic contexts. Through this conversation, I was able to gain insights into the thought processes of developing a collegiate