Responses to Richard Fulkerson, "Composition at the Turn of the Twenty-First Century"

If we pay too much attention to the texts and heuristics we assemble (and Fulkerson is right: this part of the course is exciting and pleasurable), do we end up neglecting our evaluative rubrics and how do we know that the course emphasis on service-learning or injustice or gender relations isn'...

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Bibliographic Details
Published in:College composition and communication 2006-06, Vol.57 (4), p.730-762
Main Authors: Dickson, Alan Chidsey, Mejía, Jaime Armin, Zorn, Jeffrey, Harkin, Patricia
Format: Article
Language:English
Subjects:
Basic writing
Buddhism
Colleges & universities
Constructivism (Learning)
Critical Literacy
Critical Theory
Discourse
Discourse Analysis
English
English Curriculum
Epistemology
Ethnography
Experiential learning
Expressive Language
Hermeneutics
Heuristics
Historical text analysis
Interchanges
Literary criticism
Politics
Reading
Reading Strategies
Rhetoric
Scientific Methodology
Semiotics
Service learning
Sociolinguistics
Students
Studies
Subcultures
Teachers
Teaching Methods
Textbooks
Thinking Skills
Writing
Writing assignments
Writing instruction
Writing teachers
Written composition
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Summary:If we pay too much attention to the texts and heuristics we assemble (and Fulkerson is right: this part of the course is exciting and pleasurable), do we end up neglecting our evaluative rubrics and how do we know that the course emphasis on service-learning or injustice or gender relations isn't stifling our particular students' desire to achieve the outcomes of the course? I agree with Fulkerson that there are risks to trying to practice (in the yogic sense) one's politics/values in one's professional life, and that there doesn't seem to be a great deal of interest in empirical studies of our well-intentioned pedagogical gambits.
ISSN:0010-096X
1939-9006