I am really glad I read Emig's article this week as it's bringing up a point I was curious about, though in a kind of different way. I have something of the opposite problem with a student. He writes wonderfully and bring a lot of deep, logical and passionate arguments to his writing, and I can tell that he is well-read and puts a lot of planning into his writing (I've seen his brainstorming). However, he has a lot of problems with verbal communication. In a way, talking is not "natural" to him. From what I know of his background - working class, first generation, etc - I know that this might be partly why he has troubles doing things many take for granted, like making eye contact for one (as it could be seen, in a different context, as a challenge). BUT, because his writing is really beyond his peers I want to be able to use this class to not only refine his writing but also to get him to work on his verbal skills.
As Emig says, talking relies on the environment, and I think that might be what's holding him back. Though I don't mean to imply that a working class background means that education is not encouraged (because that is wrong and foolish to think), however I do wonder if being in a strange environment, along with his what appears to be innate shyness, surrounded by a different sort of people, might be squelching his verbal communication. Wow, this is really making it sound like I put way too much thought into my individual students. I swear I don't.
Well anyway, one of the ways I'm working on his (and everyone's) talking is by making them speak to one another during peer review, as per Rachel's model. It works wonders thus far. I'm giving them the option of doing a presentation which I sincerely hope he takes, and I have been planning some group discussion and argument workshops that I hope will inspire them all to talk more and work on how to verbally communicate and convince.
This is a strong argument for creating a welcome classroom environment. I think that students need this to develop themselves as writers. Talking--- maybe this is the best form of pre-writing?
ReplyDeleteAlison, this is a very interesting point you bring up. Like Emig says, there does often seem to be a disconnect between writing and something that seems so simple as talking, or communicating--I think, you term sounds more appropriate in this context.
ReplyDeleteFirst of all, I applaud you for taking on such a task of adapting to the student's needs and trying to make the assignments hit on issues of verbal communication as opposed to solely writing. I know you mentioned providing him with a presentation option, but I was curious if you had ever tried a group or collaborative paper. I'm not entirely sure how it works, although I do know that I've seen it in courses before.
I would think that not only would it help to engage his verbal development, but it might also result in some of his writing practices to rub off on the other students.
Ooo, collaborative paper you say? I've never heard of such a thing. But I am intrigued.
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