Is there an instructor or scholar that helped shape your career in rhet/comp? How?
A large number of instructors helped shaped my career in rhet/comp. I keep in touch with all of my mentors, so I could never pinpoint one specific person. I argue constantly with some of them. It seems I agree on everything with others. Then, of course, there are those who fall in-between. I find that I need all of these viewpoints with their different ways of disagreeing, agreeing, and talking about the issues I face as a writing teacher to grow both as a person and as an educator. If I had to choose my two biggest influencers thus far, I would have to choose Dr. Timothy J. Donovan simply because he was patient. He used that patience to encourage me to reflect, explore, and even argue as to why I’m so passionate about writing and teaching writing. I’d also have to credit Dr. Linda Howell. Working with her has shown me the immeasurable benefits of empowering a school’s Writing Center and Program to reach out to students and instructors alike.
What is the most important skill you aim to provide your students?
The skill I would most like my students to discover is curiosity. I primarily teach incoming freshmen, and they often have an idea of learning as limited to what they’re being told by an authority figure or just what they’ve heard. I want to embolden my students to go beyond what’s easily available or what the standard is (or has been), to see the value in asking questions. Meeting students in their first year of college and highlighting the value of curiosity helps frame their college experience for the better. The writing classroom is an excellent space to be curious because there are boundless ways in which to express that curiosity and find effective, respectful ways to discuss the questions that arise as a result.
What have you learned from other Bedford New Scholars?
My colleagues in the Bedford New Scholars program are wonderful, caring people. Through our brave vulnerability, we comfortably communicate the struggles we face as writing instructors. Although we all come from different backgrounds and regions of the U.S., we find that we often meet the same challenges on a daily basis. It’s so comforting to learn, no matter how many times, that I’m not alone and that support from my colleagues is always available. Essentially, what I’ve learned from my fellow scholars is to not be afraid to talk, even if we’re only strangers at first comparing our syllabi. It’s wonderful what we can accomplish together if we can open ourselves up.
What's it like to be a part of the Bedford New Scholars program?
It’s refreshing to be a part of the Bedford New Scholars program. Speaking with, and actually getting to know, the people who develop textbooks that are commonly used in the classroom is enlightening. Life as a graduate student can be isolating sometimes, and this opportunity allows for some appreciated interaction with those in my field who participate in a different aspect of it. Feeling that the individuals at Macmillan respect my values and experiences as a teacher is also encouraging in my journey to becoming a Writing Program or Center Director.
Misty’s Assignment that Works
During the Bedford New Scholars Summit, each member presented an assignment that had proven successful or innovative in their classroom. Below is a brief synopsis of Misty's assignment. You can view the full details here: Annotated Bibliography.
My assignment for Assignments that Work is an Annotated Bibliography in which students can write their annotated bibliography in a creative way with a specific audience in mind. That audience can be themselves, another discourse community, or a specific person. For example, if they want to write an annotated bibliography for themselves, they may do so. Let’s say that one student is a more visual learner and enjoys comics or doodling; they can create an annotated bibliography for themselves that bursts with imagery. As a part of the assignment, students must also include a reflection as to why their rhetorical choices differ from a standard annotated bibliography, with a particular audience in mind.
In one sense, this assignment asks students to consider what works best for them in terms of their reading and writing habits. Consequently, they examine what it is about their rhetorical approaches that appeals to them. Alternatively, if a student chooses an audience outside of themselves, they can still have fun while continuing to reflect on what makes their bibliography different from the standardized version. Fundamentally, they must contend with the question: Why is this annotated bibliography more effective for a particular reader? This assignment encourages students to use their base knowledge of rhetoric and annotated bibliographies in order to think critically about how to transform it for that audience. I’ve only run this assignment once, but I’ve found the biggest challenge is getting students to be creative and step out of the standardized boxes.
Learn more about the Bedford New Scholars advisory board on the Bedford New Scholars Community page.
