The End

It had, admittedly, been some weeks since we had this blog prompt assigned, so the difficulty I'm having with it could be due to my tardiness, or simply the inability to recall what we discussed in lecture that week. With that in mind, I can honestly say that having read both Dr. Rickly's and Smit's articles twice, I'm not sure I can glean the meaning of "The End of Composition". Does it imply teaching a course that goes above and beyond the call our current FYC classes (which in and of itself requires an inherently more prepared student body)? Given the way the question is framed, as well as some of the information in the Smit article, this is the conclusion I'm forced to draw, and will construct this blog in response to as much.

I liked the "Ball" metaphor at the start of the Smit piece, the implication that teaching a student one writing skill will not necessarily equate to learning other writing skills. The concern, further, that student won't transfer any specifically taught skills into higher writing is also troubling, although certainly something I can relate to. I've never been able to expand on a fundamental math skill beyond it's most rudimentary implementation. So what can we then teach that students can deploy, that can move us to the "End" of comp?

I think, upon examination of my own feelings, that I believe in the capitalist response mentioned at the end of Dr. Rickly's piece. The Iowa State program that teaches basic business writing (among other things, I assume) is something with direct utility across the "real" world. If we cannot turn students into "good" writers via a freshman composition, we should think in terms of pure utility. Our teaching principles should be oriented around something students need. Attempting to prepare them for academic writing is important too, but if the students are only sort of transferring the skills we're providing for them (as Smit's article seems to imply), shouldn't we focus on their long term benefit?

I worry that all of my attitudes in response to our readings is influenced by my lack of desire to be a teacher. It seems like everything I say leans toward "Let them do what they want while giving them something they can actually use". I'm not sure this position will make me an effective instructor, but I can't bring myself to believe in anything else. Quandary.

-Golsan Out