What is the function of the composition course?

The function of first-year composition at Mizzou is to teach students to write for academic situations. When I answered this question at the beginning of the semester, I did not realize how much depends on where it is taught and who is doing the teaching. We’re an opinionated bunch.

One of the things that has grown in importance, in my thinking about composition, is the integration of technology. When I requested a room change last week to a computer classroom, the statement was made that teaching composition does not require being taught in a computer classroom and no promises could be made and I have to wait until August to find out if my request is approved. At the time, I didn’t argue the preconceived notion that teaching composition does not require a computer classroom. However, this most certainly could be argued on many different levels. I just didn’t feel that it was politically efficient for me to get into the discussion with someone whose mind was already made a different way. I’m a grad student and this argument could, I think, be better delivered at an appropriate time by someone higher up on the food chain than myself.

I am, however, willing to discuss in more subtle ways we might incorporate technology into the classroom. For instance, in one of my research forays, I discovered the tech workshops (mini-seminars and coordinating groups ) they do at Syracuse. How cool is that! I would volunteer to lead/organize something like that (hey…if we help people with their skills, and provide a forum for idea exchange, would it help get the ball rolling?) Also, I’d like to find out how to get a few computers and writing periodicals added to the racks in the current periodicals room, or even as online options.
What’s my role as a teacher?

To be both guide and coach. To guide their learning about writing and to coach them as they progress in writing. The first, as guide, I see as a proactive approach to stimulate learning. The latter, as coach, is to motivate continued progress by sharing enthusiasm, questioning, and correcting when necessary. I really do believe what I wrote earlier in the semester, that my role of teacher also includes “encourag[ing] students to act as guides for each other.”

Concerns/Questions?
1. I’d like to understand more how the different comp theories fit together and who the major players are.
2. I’d like to know more about the writing intensive courses and assignments that students have to complete after they finish first-year composition. If one of the things we’re supposed to help students do is construct academic arguments in the disciples, then I think it would be helpful to know more about those requirements.
3. I’d like to know more about group work and how it is best structured and facilitated.
4. I’d like to talk more about handling conflict in the classroom. Issues are going to come up and I think it would help to discuss it more.
5. The reading materials I choose will not be literature or poetry. I think there are a lot of things to read and write about in first-year composition without writing about literature or poetry. My one pet peeve (ok, two, if you count the technology issues) is that I wish more people would consider using non-fiction reading material in composition.
6. I’d like to know more about non-directive teaching.
So what has changed?
I had no idea how opinionated everyone is. I include myself here. Still, there were some times when I wanted to say, Geez…we’re picking this thing apart here — can we be anymore contentious?
Things are more complicated than they at first appear.
Everyone worries about different stuff.
I know that repeated exposure, or repetition, helps move things into long-term memory.
For one of my lessons, I’d like to model how to critically read a text.
I’m more open to creative assignments than standard academic arguments.
What has stayed the same?
I still need to find a balance between problematizing and finding the joy.