Why do we teach first year writing?
I think it is healthy to ask the question why and in fact, I encourage this question. However, it seems that disciplines associated with Arts and Sciences have to defend their why more frequently and extensively than other academic disciplines.
The last statement reflects on why we teach first year writing. Only those disciplines and forms of thought that challenge others are worth doing at all. For instance, I recently saw a PBS special about whether the nomination of Barack Obama invalidates the need for affirmative action. I will not attempt to answer that question in this posting, but use it as an example of how issues of importance are identified according to reevaluation and challenges of relevancy.
With that in mind, I believe we teach first year writing in its most basic form to teach students how to arrive at identifications of truth and processes of critical thinking through the vehicle of composition. Writing to arrive at truth and identification of one's self gives confidence to answer questions, stake claims to life and direction, and function in a literate society. Whether one identifies with expressionists, new rhetoricians, hermeneutics, or traditional rhetoricians the "why" locates itself in the journey as well as in the arrival.
I do not yet possess the experience to define what we should be teaching in first year writing. However, I do identify with the writer Carlos Fuentes in that the geography of composition is continually making itself new. Thus reevaluation of this question must take place in discussions that question the nature of text, identifying the what or to whom of audience and voice in a world of blogs and youtube, to name a few.
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3 comments:
Emily,
I totally agree with your idea that the realm of first year composition is constantly making itself new. In a way its become its own recursive entity much like a literary text. I love your reference to Carlos Fuentes. Great post!
I think the main reason that necessitates our defense of the "why" so frequently is the subjectivity involved in the arts. Take that last sentence, for example: someone might read it (or I might reread it myself) and question its grammatical correctness, rhetorical validity, etc. The problem is a lot of these arguments can be correct at the same time.
Emily, I agree with your idea that the idea of "why" is something essential we teach in FYC. I also agree with your idea that finding the truth is an important thing to teach our freshmen. This is an essential skill in forming a solid argument.
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