How We Know We’re Wrong

I’m writing this just to remind myself as I’m going through Lad Tobin’s book and taking notes (he and I are so much in synch–very surprised we never got together).

Here’s one of my mantras (and I’ve probably said this before): if you don’t like reading what your students wrote (and most likely, they didn’t like writing–the struggle issue), that’s proof that you set up the wrong rhetorical situation.

2 Replies to “How We Know We’re Wrong”

  1. I'm (re)reading your TNGW and feel this is some of the frustration in chapter "The Teachers" — the expectation of one rhetorical response, the realization of students' different/unexpected response. A failure (at least a mis-step) of rhetorical efficacy from the course planning — understanding the audience. Great chapter. I appreciate the post here.

  2. I will look into your book TNGW. I have long thought that if instructors want better writing from their students, then one step is to ask better questions. In fact, a hopeful focus of my studies for PhD (of course, when I apply for 2016 admissions) is the Rhetoric of Assignments / Prompts. Any advice on preliminary reading is appreciated 🙂

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