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Lemley 2
kindergarten to college. This would take a statewide curriculum necessary and potentially limit
the academic freedom college professors enjoy within their classrooms. So, I am opposed to this
as the college level, but composition, as a field of study, is deeply important to every subject at
every level, so effectiveness is paramount.
Despite the importance of Composition, as a field of study, the articles made clear it is
still in the working stages as a subject. While the practical outcomes of an education in
composition are understood, the modes and methods are in flux, still in debate, and contentious.
Some of the theorists we read and those theorists sources, Bruner, Rohman, and Wlecke, seem
to indicate that an interactive approach is most effective. I agree to a certain extent. Rote
memorization does not make critical thinkers as Rohman and Wlecke found with their
development of prewriting. To expose a group of students some educational subject matter,
regardless of topic, using the expository mode that Bruner described, is to tell, when effectively
students should be shown the hows and whys. These simulations give the students the
application as well as the knowledge. The hypothesis mode acts to increase the interactive
element, thus making the engagement of the material that much deeper. It is through the
rhetorical exchange that a student comes to understand the ways in which one thinks critically,
and then give this person the ability to espouse this knowledge and understanding at various
levels of explanation.
[ Bridgmans notes: William, Youve done a great job with this RAR. I appreciate your balance
of summary & response. I look forward to seeing how your perspective of writing, its constant
state of flux, develops. If writing is so socially situated, do you think this flux can or even should
end? In your next RAR try to make more specific mention of all the readings.]