How might you think about your approach to teaching differently based on today’s readings?

The readings made me think twice about my approach to teaching composition. In English 101, I was following a traditional linear process with a strict plan-write-revise sequence (Perl 141) while working on revising students’ first draft. We talked about the functions of revising and using multiple drafts according to the textbook, but did not talk about recursive process in the process of writing. I’m thinking to spend some time to discuss the process when we start writing essay 2.

Also, the reading pointed out the importance of a writer’s first thought, felt sense (Perl 142). Perl states the felt sense is found in the process of “when writers are given a topic, the topic itself evoke a felt sense in them” (143). For the next essay, I’m thinking of spend more time to work on prep work before they start writing, so that, when they get stuck, they can draw themselves back to the point to think of if it is what they really meant throughout the process of writing.

Harris and Silva’s reading gave me some tips on how to address ESL students’ writing in my class. As discussed in the reading, I will keep in mind that teachers need to find out what they are really struggling with in their paper. Harris and Silva say, “without any knowledge of cultural preferences tutors are likely to see difference as weaknesses and to assume that the ESL student needs basic writing help” (505). In my class, I have students who write their essay in the discourse of their first language. We may not be able to talk about writing in English with English discourse in class. But, I will definitely have the talk with them in a one-to-one setting since they need to be aware of it to success academically and socially.

I would categorize myself as “a more writer-focused teacher” (Lockhart and Roberge 22) if I examine myself through my little experience of teaching composition. But, as the reading mentioned, teachers need to stay flexible and may have to change the approach according to the class and students. Also, teachers always need to be aware of why they are doing the activity in class. I understand that we, as teachers, have them keep in mind, but I was wondering if we need to stick to one philosophy when we write our teaching philosophy or we could include the flexibility and other approaches we might apply to a class.