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.
