Seek to understand, then to be understood.

One of the ENG 5060 objectives states; "Students will analyze audience and purpose in rhetorical situations and make appropriate choices." The most noteworthy rhetorical interactions I've had during this semester have been during class discussions. Our course is designed to grapple with recurring themes in different ways each week. We've had class discussions about teaching philosophy, leading composition programs, visiting scholar's work and writing workshops. Each week these interactions are initiated with blog posts about concepts introduced in the readings. I've learned to approach each seminar from varying perspectives depending on that week's theme. My approach is an attempt to understand my peer's interpretation of the topic first, then attempt to lend my viewpoint. This is often a humble exercise because I have a natural instinct to debate issues I don't agree with and question ideas I don't initially understand. Listening closely to the ideas being bounced around allows me to develop a sense of the group's collective and individual perception. Only then, can I attempt to communicate my own assertions. The syllabus states that students will learn to "observe and analyze artifacts produced." My fellow-students are the artifacts this semester. It's brefreshing to observe their zeal for the teaching profession and theoretical critiques. Most of my classmates are classroom lecturers and have more academic experience in the English field than I do. Graduate seminar formats tend to compel me to speak whenever a notion strikes me. However, this course has taught me to listen to my audience, understand their reasoning, conjure my own logic and internalize it. My active participation has been an intrinsic reward that might not be immediately evident, but has certainly been successfully accomplished.

The distinction between the two major composition models presented by Mitchell and Taylor illustrates the ways I’ve grown this semester. The ‘writer’ model mirrors my development in ENG 5060 because I’ve been mostly focused on my self-expression through the blog posts. As I mentioned in previous posts; I’ve formulated a process for preparing myself to share thoughts on the weekly basis. In my Medical Rhetoric Course (ENG 5382) I’ve spent more time evaluating the work that I’ve produced. This requires revision for style, format and content, but includes audience awareness as well. Self-expression and quality work are both equally important. However, I’ve learned that it’s difficult to teach both models within one course. Personally, I believe that self-expression is a prerequisite to produced quality. Knowing one’s process, audience and purpose is essential to contribute to any discourse. This will be a driving philosophy within my composition syllabi. Audience awareness begins with self-awareness and I hope to provide an opportunity for my students to reach this goal as well. 

Student-led lectures: If you build it, they will complain.

My business writing syllabus requires students to prepare and deliver lessons from the text each week. This exercise is designed to introduce students to public speaking, group presentation, project planning, measuring success etc. This assignment can pose a challenge due to the students'  lack of teaching experience. Since the exercise essentially hands the teaching responsibility to the students, frustration is expected. I've developed a scheme to prepare them for the assignment and persuade them to appreciate the approach.

First, students are given a brief anecdote about how I came to accept the student-teaching model. This story basically recalls the point in my teaching career where I developed a holistic understanding my academic coursework could not provide. Learning to explain complex material in a simple manner was the main benefit of teaching. Consequently, the lessons became etched in my memory forever. Next, I refer to the writing intensive  course objective within a business context. Asking students to list business communication techniques typically produces the answer, 'training.' Then, we walk through lesson preparation steps (research, planning, presentation and assessments.)

It is suggested that successful business leaders can expect to be held responsible for workforce training. Since this teaching method is somewhat controversial, open debate/discussion is welcomed. Once all concerns have been met, the aim is to ensure students feel properly supported and prepared for the lesson. A classroom observation rubric is provided ensuring students understand the expectations and how to meet them. Students are given the opportunity to use the rubric while assessing each lesson accompanied by sample lesson plans. Students are required to submit lesson plans before presenting as well. Finally, students are welcomed to invite the instructor to join them in the lesson delivery. This option provides adequate support for students that might require additional attention. 

This approach requires fostering ownership on behalf of the students that I believe the measures listed above address. If the students understand the theory behind the approach and accept my genuine intentions, then they will put forth sufficient effort to be successful. Writing the lesson plan and being exposed  to the written assessment structure is an embedded lesson that's actually more important that the lectures themselves. This syllabus is designed with deliverables related to the learning process. The course objectives will be met by confronting the challenge and presenting unique solutions.

Self-Assigned Blogging

Student blogging plays a central role in the my business report writing syllabus. Students are required to provide status updates for on-going projects within the classroom context and otherwise.  Kathleen Yancey's note about the creation of a writing public articulates my vision; "no one is making anyone do any of this writing." Yancey's first category or quartet of composition explains the rapid development of new literary genres and the connection to advancements in technology. Novels grew in popularity during the industrial revolution and we've witnessed similar growth in blogging in the 21st century. Google's dictionary defines blogs as, "a regularly updated website or web page, typically run by an individual or small group, that is written in an informal or conversational style." Since many of us regularly update our social media feeds, I would argue that the vast majority of American adults are avid bloggers. Is anyone making us blog religiously? Personally, I find it difficult to avoid updating my social media outlets. I can actually drop digital objects onto/from my blog for this class from my handheld device. Since I'm so familiar with this medium, there's no barrier keeping me from engaging. Ultimately, I want to create a space where students will write without prompt. I believe this requires ownership of the contact point on the student's behalf. Deciding what social platform students will engage in the most is a moot discussion. It's naïve to expect uniform engagement and vain to plan to influence any millennial's social favorites. Therefore, I propose allowing the student's to choose their blogging outlet. I imagine plenty of student's would choose Facebook because of it's ubiquity. However, I'd accept platforms such as; Instagram, Twitter, Pinterest, Snapchat etc. Here are the rules to the assignment;

1. Frequency is determined by statistical class average determined by a survey responses.
2. Topics must be consistently relevant to an on-going project objective.
3. The audience must include project stakeholders and reach at least 100 people.
4. Special recognition will be given to the most Influential Students for outstanding performance in public reach and original thought.
5. Four directed blogs will discuss elements of the project life-cycle: Initiation, Planning, Execution, Closing & Monitoring/Control.
6. Justification reports will be submitted via online course discussion board on a weekly basis

Ideally, the frequency of the assignments will match the trending pace of engagement of the class. I imagine the typical student posts on social media between 3-5 times  per week. Allowing a natural pace of engagement will hopefully foster an understanding of project update requirements. Allowing students to choose their topic will likely forge a sense of ownership. Thus, motivating research for intrinsic value. Requiring a broad reach will help students establish a genuine voice and develop sense of community amongst their listeners. Recognizing outstanding practices will introduce students to idea-sharing within a competitive market. Following the project life-cycle will expose students the practical utility of multi-modal project updates. Finally, justifying their posts with periodic briefings will ensure a level of accountability mirroring a professional environment. Eventually, the students will establish their own composition style within their own space.

Yancey states that creating a writing public creates citizens with, "the ability to write for purposes that are unconstrained and audiences that are nearly unlimited." I believe this assignment will compliment the in-class discussion and cross-cultural values represented in the remaining parts of the syllabus. Meanwhile, students will realize the immeasurable value of the written word.

Good Writing Disturbs

The shift between pedagogy and andragogy occurs silently in the academic careers of students as well as educators. There's no ceremonial graduation into the ranks of adult education. Only a few weeks separate the maturity of university freshman and high school seniors. Can we expect that they've collected enough experiences and developed an adequate understanding to be mature learners?

Adult education implies that learners confront real-life issues. I argue that assuming each students' experience is sufficient would be naïve. Theory and practice of adult education, andragogy, also requires expanded cultural interaction. This dialogue is an example of a real-life confrontation which students often experience by relocating. However, can we address the limited cultural confrontations of home-grown learners in our public universities?

If we're following the tenants of andragogy presented by Malcolm Knowles, then we can easily identify some gaps;

1. Need to know - learners find reason in lessons
2. Foundation - learners participate in lessons
3. Self-concept - learners participate in planning
4. Readiness - learners find relevance to personal lives
5. Orientation - learners confront problems rather than content
6. Motivation - learners find intrinsic motivation

Foundation is the only assumption above which I don't find issue with because educators normally have interactive lessons embedded in their syllabi. However, these are likely out-of-class group assignments due to large class sizes. Educators can also plan to address 'reason.' Again, large and diverse classes reduce the likelihood of hitting the mark of reason with all students. High-paced semesters and lack of research can impede learner's ability to contribute useful content to the lessons. Similarly, traditional quantitative assessments often take priority above intrinsic value. Finally, the majority of university learning objectives are content-oriented. Perhaps focusing learning around problem-solving in composition courses can address the gaps outlined above. 

I propose a simple procedure for  creating in-class 'contact zones' which will force students to confront issues directly and  experience real-life problem-solving. Amnesty International has launched a social media campaign call "Write for Rights." The agenda is to simply write letters to evoke changes in human rights conditions and resolve violations around the globe. You can find examples of success stories here. I believe implementing this program as an exercise for first year composition would ignite an emotional landslide that would potential fill the learning gaps listed above. If we are going to attempt an andragogic approach to composition, we must provide the learners with an opportunity to disturb the status quo. Click HERE to find the classroom model, resources and sign-up to inspire change!

Philosophy Statement In-progress

Completing the Puzzle: Sustainability through Effective Communication

When asked to create a framework for my educational philosophy for writing, I've diverted to my instinct of proposing an organizational change. As a consultant, I'm tasked with persuading executives to commit to and implement strategic initiatives. Here I have presented the problem, solution, benefits and methods for applying a writing-based curriculum within business acumen training.

Problem:

I collaborate with engineers to write documents that control technical processes. Having worked in the middle-east for nearly a decade, my experience has been extremely multi-cultural. I often find myself leading committees with representatives from numerous countries and various roles. Standardization can be derailed by the most simple linguistic contradictions. I've found the 'convenient' version of globalization features local offices following policy set by the global headquarters. In matters of quality, health, safety, and environment, this is certainly a best practice because developing markets often carry underdeveloped procedures. As mentioned above; it's often my responsibility enforce this nuclear paradigm in a foreign setting. However, it's not within my authority to change what substance organizations relay to their stakeholders. Alternatively, I submit that we adjust how we communicate our objectives across cultural boundaries in order to ensure sustainability. My solution includes identifying cultural dimensions and establishing cultural manifestations aligned with corporate strategy.

Solution:

Admittedly, my solution is a work in progress because I've recently been introduced to Dr. Geert Hofstede's "Cultural Dimensions" concept and associated publications. I've embedded links summarizing his writing on Culture and Organizations, Mapped Cultural Dimensions and his philosophy on Culture in Business Education. Hofstede defines Culture as; "a collective programming of the mind distinguishing the members of one group or category of people from another."

Being a social psychologist and behavioral scientist, Hofstede also describes culture as an onion that contains layers which reveal behavioral content. His 'manifestations of culture' are the prevailing concept that has helped me formulate my instructional maneuvers. I propose that international organizations promote consistent values and practices across cultural boundaries, but remain flexible in advocating rituals, heroes, and symbols. The culture onion serendipitously reflects the road map to sustainability I aimed to produce in my pursuit of a Ph.D. The skeleton below represents the body of my research proposal.

Values - These terms represent my purpose.

• Sustainability
• Alignment
• Well-being

Rituals - These terms represent the educational exercises meant to cultivate the values above.

Cultural Leadership Workshop

• Written Assignments
• Project/Committee Charter
• Project Status Update
• Policy/Project Scope
• Motivational Speech
• Group Activities
• Value Role-Play
• Hero Selection
• Symbol Selection

Workshop Alumni Membership Requirements

• Historical Literature Review
• Business Icon Modeling
• Multi-Media Presentation
• Blogging

Heroes - These quotes represent figures/ideas which embody the values above.

"The art of communication is the language of leadership." - James Humes

"Storytellers, by the very act of telling, communicate a radical learning that changes lives and the world." - Chris Cavanaugh

“It does not matter how slowly you go so long as you do not stop.” – Confucius

“It takes as much energy to wish as it does to plan.” – Eleanor Roosevelt

“If it be now, ‘tis not to come; if it be not to come, it will be now; if it be not now, yet it will come: the readiness is all.” - William Shakespeare

“Things turn out best for the people who make the best of the way things turn out.” – John R. Wooden

“I have not failed. I’ve just found 10,000 ways that won’t work.” – Thomas Edison

“The really great make you feel that you too, can become great.” – Mark Twain

“You write in order to change the world, knowing perfectly well that you probably can't, but also knowing that literature is indispensable to the world... The world changes according to the way people see it, and if you alter, even but a millimeter the way people look at reality, then you can change it.” - James Baldwin

"Truth on this side of the Pyrenees is error on the other side" - Blaise Pascal

Symbols - These images/metaphors illustrate the values above

The Circle of Sustainability is a method developed by the United Nations for assessing sustainable development. As shown below; these domains follow the four-bottom-line model of sustainability. Each country is assigned a score from 'vibrant' to 'critical' based on sustainable project development. This image would represent the local culture as well as provide information for foreign stakeholders.

The puzzle metaphor represents the dynamic state in which organizations are able to use their resources to effectively to achieve common objectives. This metaphor would be applied globally throughout an organization implementing the business communication initiative.

Some Asian cultures revere the lotus flower as representing the purity of the body, speech, and mind as it floats above muddy waters.  Hindus suggest the unfolding petals represent soul expansion and beauty in growth. This is an example of an image or metaphor which could be adopted by an organization based on geographic location.

Practices - These elements typically make up global systems of standardized process controls.

• Leadership Involvement & Responsibility
• Identification & Compliance with Legislation & Industry Standards*
• Employee Selection, Placement & Competency Assurance
• Workforce Involvement
• Communication with Stakeholders 
• Identification & Assessment of potential failures & other hazards*
• Documentation, Records & Knowledge Management
• Documented Procedures
• Project Monitoring, Status and Handover
• Management of Interfaces
• Standards & Practices
• Management of Change & Project Management*
• Operational Readiness & Start-up
• Emergency Preparedness*
• Inspection & Maintenance of facilities
• Management of Critical systems
• Work Control, Permit to Work & Task Risk Management*
• Contractor/Vendor Selection & Management
• Incident Reporting & Investigation*
• Audit, Assurance and Management System review & Intervention*

*I'm most familiar with these content areas. 

Benefits -

• Continuous Improvement
• Efficient Communication
• Community Engagement

What's Next? -

Now that I've laid the framework of my philosophy I will attempt to expand each of the subheadings above. First, I plan to review research that may connect the values presented to the assumed benefits. Next, I will design the ritual exercises which will serve as workshop activities when introducing this curriculum. The heroes and symbols listed above are also examples which could be promoted or removed depending on the local feedback. Again, research is required to confirm that the concepts align with values. Then, I will construct a complete philosophy statement that will include proper citations, supporting data and a succinct action plan for implementation. Finally, I will propose a research project which will apply this philosophy to one sphere of the practices listed above. The goal will be to advocate the principles above by facilitating workforce training, providing support and collecting feedback. I'm considering addressing project management, risk management, or a combination of both disciplines. 

Convenient Pedagogy

Are we teaching a way of experiencing the world when we teach writing?

The day my trigonometry teacher explained that triangles are the strongest shape because any added force is evenly distributed throughout, my perspective on the world changed forever. Suddenly math, art, and life had a common secret and I was privy as well. One could argue that each time you provide facts to a student you have shifted their paradigm in some way.  I believe that teaching writing alters the experience for the teacher and student because they both begin to believe in their ability to change the world alone. When I taught Mathematics I rarely observed students becoming massively empowered by our lessons. Even as a mathematician, I can't even claim to have felt that direct impact.  I've only just begun to attempt teaching English and I've already observed several students exhibit enthusiasm for the craft and what they will do with it.

I enjoyed James A. Berlin's critique of a few teaching methods in his essay, 'Contemporary Composition: The Major Pedagogical Theories.' The discussion is a refreshing look back to my previous graduate work in Education. Educators underestimate the importance of this decision too often. One of the factors which led me to pursue a Ph.D. in technical writing was sitting on curriculum committees in my early career. Most teachers were concerned with resources that made their job easier. I was interested in the methods used within the text and how that stimulates learning. I championed The University of Chicago School Mathematics project because of the emphasis on reading and active learning for the purpose of learning how to learn.

I've been able to succeed in academics and professionally with average intelligence because at some point I figured out how I learn best. That enlightenment has enabled me to maintain control of my personal well-being. Only recently have I understood the power of the written word and how I can potentially impact the world we will all leave behind, eventually. Berlin said, 'The world readily surrenders it's meaning to anyone who observes it properly.' When I teach writing I will aim to present a new world to each student as they exit the class each day. They will be armed with skills of rhetoric and dialectic. If rhetoric is simply changing error and dialectic is interaction with others, then they will be prepared to alter the world as they please.

I’m currently at odds with which pedagogical theory is the most appropriate in the English composition classroom. I understand that the positivist method dominates most classrooms. But, there is a lack of systematic invention which the classics stressed. As a new teacher, I would likely gravitate toward the expressionist concepts because they rely mostly on procedural classroom delivery. Regardless, I will strive to avoid what Berlin describes as ‘convenient pedagogy.’ The approach I will eventually subscribe to will likely be a blend of trial, error, and theory.

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Week 1 in History & Theory of College Composition

What is rhetoric?

The closer I get to narrowing down my understanding of rhetoric the scope of the term broadens. However, the paradoxical cycle of filtering concepts with a larger gauge with each iteration indicates my growing understanding. It's certain that rhetoric is measured by the symbolic ability to inform, persuade and/or motivate. There are also myriad tools a speaker can employ to appeal to their audience. The classic Greek categories are ethos, pathos and logos which are used to evaluate the speaker's ability to express authority, evoke empathy or illustrate logic respectively. Refining the classes even further reveals cunning choices such as; hyperbole, irony and metaphor. Rhetoricians are not only those presenting techniques to manipulate thought in others, but also the person who is skilled in identifying those techniques. To provide a metaphor; rhetoric is like a martial art and the weapons of choice are symbols.

What is the history and theory of rhetoric?

My favorite quote from our professor this week was, "Plato was a close friend of Pythagoras." Visualizing history's most renown mathematician and philosopher sipping tea as they contemplated civilizing the western world resonated with me. Rhetoric, along with ethics, politics, biology, aesthetics and mathematics influenced global culture. Greek, Hellenistic, Islamic and Roman philosophers, evoked this model through the Age of Enlightenment.

The Aristolean model was heuristic in nature. The three categories of thought were deliberative, forensic and epideictic. I understood that all rhetorical theory was related to law, politics and education. The theoretical conversation was dominated more by religion during the medieval times. But, rhetoric remained a key pillar in philosophic discourse. In this era the trivium were the main areas of specialty; grammar, rhetoric and dialectic or debate. Rhetoric was considered a method for social 'refinement'. The Plain Ramus style was developed which emphasized three skills; style memory and delivery.

The Scotts led a revival of rhetorical theory in the 18th century. Hugh Blair, a professor from the University of Edinburgh, had a major impact on the narrative. His collection of lectures was dispersed on many American university campuses.

From that point, American academics emerge as the prevailing publishers. George Campbell extended the definition of rhetoric to the art of adaptation. Alexander Bain maintained the Scottish tradition by emphasizing narration, description, exposition and argumentation. English departments were started in universities across the United States which followed the Harvard model for compulsory writing courses. Texas Tech continues to carry on that tradition today. 

I find the classical history of rhetoric more interesting than the modern academic progress. However, it's important to understand Edinburgh's and Cambridge's influence 18th and 19th centuries.

What do you want to do with the content from this course? 

I'm excited about 5060 because the syllabus automatically strengthens the student's portfolio. I'll attach the philosophy of writing to my CV immediately. The piece will be a mission statement for the curriculum I'm developing for business writing. The first assignment is my chance is also a good segue into the syllabus.