I’ve been trying to get my students to become less attached to their writing from the beginning of the semester. This chapter is particularly helpful now, since we’re working on the last assignment from the starter syllabus. We’ve been talking a lot about how students should cut out huge chunks of their writing from their papers to present their arguments in another format, and some of them are having trouble.
I think that next semester I might teach the steps for soliciting criticism on pages 180 and 181 when I introduce the idea of peer reviewing. (I would scan it and give them copies, but I honestly can’t imagine discussing #3, the part about breathing mindfully, with freshmen.) At the beginning of the semester, I felt as if I did a pretty good job of getting them to understand how to criticize, but I wasn’t sure I was really able to teach them how to take criticism. I guess they learned the hard way.
Of course, when I do this, I will be a giant hypocrite. I absolutely hate letting other people read my writing (including everything I’ve written for this class), and I’ve felt guilty many times for making my students do things that would probably have made me drop the class if I had to take it. My students understand this stuff better and are more comfortable with it than I am (because I’ve taught them so well), so now it’s my turn to learn it.
Heather, I like what you have to say here. I, too, spend a lot of time on how to think critically and--much to their chagrin--how to give criticism. But, I hadn't thought about placing as much stress on how to take it. Then again, why not? It is hard to spend that much time on a particular piece of writing, only to have it critiqued on the spot. There are a lot of interpersonal and subjective issues that arise here. Therefore, it would seem natural for us to also spend a little time on the proper ways to receive criticism. I am going to think about how to bring this suggestion into my class. If you have any suggestions or tips, I would love to hear them. Thanks for the good idea!!!
ReplyDeleteI think my students' problem with "attachment" to their writing is that they aren't attached to it ENOUGH. (Or at least a segment of the class feels this way.) These students didn't know how (or didn't take the time) to find a paper topic that really appealed to them, and as a result, they don't give two pins about their final papers. Next semester, I'll spend more time helping them find appropriate topics.
ReplyDeleteAnother interesting topic you bring up, Heather, is the writer's reactions to criticism of her work (I mean constructive criticism here). When I'm really excited about a poem of mine, say, I'm actually excited to show it to people. I mean I WANT people to read it. (This is not the same as wanting to read it TO them!) I guess I have a huge ego. Why do I feel this way about my work? I guess I trust my own taste. If my brother doesn't like mac & cheese with ketchup, so what? That doesn't mean I can't like it.