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.