Process and WAC/WID

Today let's talk process pedagogy and WAC. Before I start, I want to be clear that I support a fully process based classroom, and it would not work anyways with WAC, as some direct instruction is necessary with WAC and WID. That said, emphasizing to students the process of revision helps students understand that, just like learning any other language, it is a process, and they will make mistakes along the way.

Let's look at a couple of examples of how this can be implemented. First, we'll look at a more WID-based example. For example, let's say that I am teaching a theater class, and one of the skills I would like my students to leave with is the ability to write a theatrical review. From my experience as a student, when I was asked to do this without much instruction, it was a bit overwhelming. First of all, I would provide students with strong examples of what I would like them to accomplish. We would, of course, cover the language key to theatrical reviews as well as language used within the profession. We would all attend the same theatrical production, so that everyone has a base point to write from. In WID, however, this is where the teacher steps back and let's students work through the process. I would instruct the students to write drafts and then we would share them either electronically or in person. Students, at this point, using the guidelines I have already provided, would show each other how to improve their drafts. The teacher would now function as a coach, guiding students when they are on the right track--when they realize where aspects can be improved or are seeing their entry into the discourse--while not offering direct feedback on their drafts. As a class, we would go through this process together on this first assignment, staying as far away from grading as possible (it is difficult but possible). Then, we would ask students to attend a production of their own choice and write a review of it. This would be the graded project, where they are then able to apply everything they have learned throughout the process.

So, how then can we use process in a WAC classroom? One way is the use of the expert's notebook. This can take on different forms, depending on the subject matter. Architects have sketchpads; mathematicians have their practice problems; engineers use both; and psychologists have their notes on their experiments and therapy sessions. Therefore, we can use these as the basis for writing and part of the process. One aspect to consider for the WAC classroom is to encourage the use of these notebooks and to connect them with more constructed, generalized academic discourse. For example, perhaps one assignment to use can be a journal. Have students write informally about their experiences in their major classes. In order to promote it, it may be necessary to assign some sort of completion grade; however, the instructor will not be reading these journals in detail. Let students vent, take notes, and comment upon their experiences. perhaps, then, at the ned of the semester, the instructor can then assign a more traditional narrative essay where the student gives an overview of their experiences in their semester.

These are just options, though. How do you think process writing can be used in conjunction with WAC/WID pedagogy? Let me know in the comments.

In the next and semi-ultimate post, we will go back to the beginning: WAC/WID and the HBCU.