RE: Big Yes for Formulaic Writing

[Robin R Wright <rrwright@utkux.utcc.utk.edu>]

Katie,
Yes, we are student advocates.  I spend much of my time on the phone to
instructors discussing form vs content and creativity (among other
things). If Anne were in my
class I'd give her an A in a heartbeat.  However, I often deal with
instructors from my own department who insist on a particular formula and
would fail Anne's essay with the remark "good idea but doesn't fit the
assignment" penciled in the margin. Isn't it then my duty to let her know
that and help her fit her ideas into her teacher's formula?

Don't get me wrong, I object to an instructor's insistence on his/her form
over Anne's creativity and expression so violently that it makes me ill
when I have to deal with similar non-hypothetical cases.  On the other
hand, I don't hire or fire the English teachers and, let's face it, in a
department as large as ours, several of them will be "set in their
(out-dated) ways."  I find it depressing, but it's reality.  Many
instructors insist on their way or no way.  Quality be damned.
It amazes me that they can stand to read those hellaciously boring themes.
But, if Anne's instructor was one of those, then I'd have to tell her
that, although *I* value her ingenuity greatly and she should save this
draft, she should reformat to follow her instructor's requirements.

Believe me, I have pleaded with instructors to be flexible many times but,
frankly, many aren't.  I call many of them just to ask if the form must be
followed or may a student who obviously is beyond that write in a more
sophistocated style. Many times, it doesn't help.  I'm sure we're not the
only college with stubborn instructors who have been there since dirt.
 
What I guess I'm saying is that we have to not only get to know the
clients, but the instructors' peculiarities as well, if we're to help the
student achieve what the student wants--an A. That leaves us in the
awkward position of HAVING to teach form whether we agree with the method
or not. (Not to mention that finding out about all the instructors can be
quite an undertaking in itself!)

This subject is one I struggle with daily.  I am passionate about the
teaching of writing and it's painful for me to have to conform to styles
that I find extremely limiting. (The formulaic persuasive model is
extremely popular at the moment--not 5P but 7P, with the thesis at the
end).

In addition to composition courses, I also teach creative writing courses
at UT.  I think that's why this is especially painful for me when I have
to deal with it.  Does anyone have a word or two of advise?

Robin

On Mon, 1 Jun 1998, Katherine Fischer wrote:

> Robin,
> I don't think I'd suggest to a client that s/he purposely take the writing
> and go against the teacher's dictate.  But let's say the client (let's
> call her Anne), let's say Anne comes in with a good strong piece of
> writing.  She's been told to write a research essay for her sociology
> class about absentee fathers.  Her essay is a dialog between a persona and
> her own father, thinly disguised masks for the writer and her father.
> Let's say she has documented research within the text of the dialog.
> Let's say she's persuasive even if she's not using Aristotlean logic.
> Let's say she brings in all kinds of arguments and raises all kinds of
> questions and never quite concludes becasue the complexity of the issue
> is, after all, inconcludable.  Would I, as tutor or trainer of tutors,
> tell Anne she'd better drum up a thesis and whip this into essay form?  No
> way.  I'd be pleased to suggest she visit with her teacher about the
> essay, pleased to make a call on her behalf and the essay's way of
> launching acceptable, albeit alternative, research discourse.  We are
> student advocates, after all, si?
> 
> And we can give workshops across the curriculum.
> 
> We can mingle.
> 
> We can question.
> 
> Katie
> 
> On Mon, 1 Jun 1998, Robin R Wright wrote:
> 
> > Everyone,
> > This discussion is both fascinating and disturbing.  Personally, I abhor
> > the 5P theme and spend a great deal of time when teaching 101 and 102
> > trying to dissuade my students from using it.  However, if they must they
> > must, and if the content is adequate, I don't fault them for it (although
> > I do cry into my pillow at night).
> > 
> > I agree with most of you who argue against teaching the 5P.  However,
> > since we work in writing centers, our job is to teach the student whatever
> > his/her instructor wants, isn't it?  As much as we'd love for students to
> > write for the love of expression, what they really want is a good grade,
> > right?
> > 
> > The most difficult part of running the writing center, for me, is dealing
> > with assignments from the 150 teachers in our English dept. who all
> > require different things.  We in the center have to learn which
> > instructors teach the 5P, persuasive format, modes (ugh!!), etc and help
> > the student accordingly. I often feel I'm selling out my personal
> > pedagogical ideals in the process, but I need to give the student what the
> > student needs.  They depend on that.  Can we afford to proffer our own
> > teaching methods in the center at the expense of the student?  Many
> > instructors make me cringe and pull my hair out by the roots, but my job
> > is to keep the student from seeing the pain I feel when I read over their
> > writing assignment.
> > 
> > OK, so I'm venting.  I just wanted to see what everyone REALLY DOES in the
> > center when the various formulas are presented as the only way to
> > write-not by students but by their instructors.
> > 
> > Your colleague and self-confessed sell-out,
> > Robin Wright
> > Writing Center
> > Athletics Department  
> > University of Tennessee
> > 
> > 
> 
>