When reading the questions, it took me some time to consider how concepts crucial to composition could be synonymous, or similar, to beliefs concerning teaching. I am not quite sure if my three concepts for each would align. So I decided to come up with separate lists for both and see how they are different, or how they are subtly similar.
When considering concepts necessary for composition, I tend to think that the cognitive process involved in the structure, the cogency of ideas, and the independence of thought is most important. This could be because I tend to mumble and speak slowly, so I do not highly value oral communication. Also, grammar gives me shivers. I go by ear. I think that composition requires an idea, an individually expressed one. What differentiates your thought and thesis from those of your classmates? What makes it wholly yours? If it is your idea, make sure it is sound. The idea should be founded, and explained thoroughly throughout the document. The composition should reflect your thought process. Hopefully the thought process itself is not unintelligible, having more veers and squiggles then sequential lines. This is usually my own struggle in writing... If the ideas are sound and reflective, the structure of the composition should be able to reflect this. There should be no loose, or dead, ends. I like compositions that make sense, even if they are not too pretty to read sometimes.
So maybe these concepts do align with my teaching principles. I am going to try to focus on the cognitive process as well when I teach. I want students to not only think outside of the box, but wonder if they need a box at all. Also, in order to truly understand something, I know that I need to be able to go through it step by step, and explain its relations to other ideas. Maybe this would be understanding not only what it is, but what it does. These ideas do relate to the concepts of composition because a good composition will involve reasoning and communicated comprehension and integration. I do not really know how I will teach these yet... but I think I am going to roll with the mind-maps... Not only do they show connections and the growth of an idea, but they are pictorial and usually you can use colored markers. Also good for the memory.
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2 comments:
Sounds like you and I are on the same page. You write about the cognitive process the same way I touch on GRAMMAR in my post (focusing on making sure the channel from mind to pen is clear and open).
Like you, I valued (and continue to value) risk-taking as a grad student.
And I think we need to see more of it.
But I'll play devil's advocate and say that if you feel you can't do something well, it's MUCH harder to take risks...so perhaps we need to help them walk before they can run?
That said, we can encourage reflection (as you note) and purposeful writing--I MEANT to make you feel that way. As teachers, we have to be flexible, esp. since others will be reading/grading our students. So...
How do we make sure the criteria are met, but that students approach things from their own perspective?
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