Literature and the Writing Process

orwellAs I continue to look through the essays in Deep Reading, it has become more apparent that the choice of using fiction or nonfiction for the classroom is a topic that many professors remain obsessed over and still debate on a regular basis. I’ve often argued this topic with colleagues and find that many composition professors are absolutely against bringing any form of fiction into their classroom. They feel that students need to be exposed to particular formats that they can follow and apply for themselves for their assignments. How could a work of fiction assist them in their own expository writing?

Yes, they should read works of nonfiction for examples of the modes of writing (e.g., argument, definition, process analysis), organization, research, citations/references, etc. But what about students’ interests? What about being engaged creatively? Not that nonfiction is boring, but sitting with an anthology of (sometimes outdated) essays by writers who may be unfamiliar to them is not a promising recipe for enthusiastic class discussion or original essay theses.

There is much to find in many novels that will engage a student and encourage complex analysis of important topics. One of the scholars whose work was most interesting to me is Sheridan Blau of Teachers College. He makes a succinct and logical argument in favor of (some) fiction as a catalyst for writing: “[M]ost serious novels . . . are interlaced throughout with passages that are themselves not narrative, but that are important to the experience of the novel as a structure of meaning and drawn from the discourses of philosophy, theology, ethics, and the various social and natural sciences.” In other words, students can get more than entertainment when they read fiction—if they are guided properly. Why not focus more on the overall topics students would like to investigate and argue rather than obsessing over the genre from which these topics are derived?

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Always Learning, Always Improving

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The fall semester, for me, is one of the busiest of the year. I tend to have the most classes to teach, multiple writing and editing projects, and added travels on the weekends. It’s all a good dilemma of time allotment, but it does make me have to reprioritize and I must move some interests, obligations, and enjoyments to the background for a bit. As you have noticed, updating my posts has been one of the enjoyments/interests that has had to gather a bit of dust.

Still, does this mean I’ve stopped writing? No. Have I forgotten about this page and this amazing community? No. In fact, I often imagine having a moment to write to you and share thoughts and observations. It’s a bit like keeping a friend in mind even though you can’t see them often. You plan what you will say or write when you have the next chance. And this is what has been happening while I’ve been “away.”

Over the fall, I joined a Faculty Interest Group (FIG) at Raritan Valley Community College (RVCC) where I teach composition. Some of our questions: If students have weak reading comprehension skills and remain passive recipients rather than active participants in the content that they must engage with, how can we expect them to formulate their own writing with any coherence or authority? But, if we assume students have weak reading skills, we do risk denying stronger students the chance to step right in to active discussion and emulation, leading to independent writing style. So, for our winter-break we chose the text Deep Reading: Teaching Reading in the Writing Classroom edited by Patrick Sullivan, Howard Tinberg, and Sheridan Blau.

As I begin this book, I think that it would be important to share my findings with you as well as the FIG. So, over the next weeks, I’ll be posting my observations here. Please feel free to correct or question me during this process. I’d love to know your thoughts.