Pedagogy Revised

After a semester of being inundated with the works of others, I feel that my current knowledge of teaching will pale in comparison with all that I hope to know by the time I actually begin. However, I feel that I have a greater grasp of the way that I would like to teach writing/composition after this last semester. In fact, I hope to approach this subject at greater length in my thesis. Ultimately, I believe that composition teaching must be a process. A product, then, would only be the post sign at the end of the journey.

While I have been informed by my distinguished professor that my ideas would be best appreciated at a liberal arts college, I feel that having pre-writing be the bulk of the work done in any composition class would be beneficial. There are so many prewriting techniques that we have learned in this class, and so many professors who have successfully (or so they say) educated students with these techniques that I feel it would not be out of line to integrate these techniques into my own teaching. I would like to cut down on lecturing (because a writing class should be about reading and writing rather than listening closely to the professor lecture so that, later, you can make them think that you are smarter through flowery, over-worded prose).

Again, my pedagogy will develop further from this point on, but I have come down on the side of writing in a composition classroom. Pretty revolutionary, I know.