Deep Reading vs. Casual Review

calvin and hobbes

I’ve been addressing, here, students’ preparedness for their first-year composition course. No longer taking for granted that they have been reading regularly for school or personal interest and that they at least have some experience in questioning–analyzing–their materials, I have actively asked them to question their relationship with the course essays and assignments. Ordinarily, I would get right to work on assigning their writing projects and the planning and brainstorming for their essays, but this cannot be the starting point anymore. I need to find out what they truly understand or find of interest in the text before they can even begin to formulate their own work.

For the most part, very few are aware that they have prior personal experience or knowledge that they could apply to understanding their materials. They see each essay as a separate entity that stands alone from all other assignments in other classes. They often don’t relate the subject matter to experiences and choices from their everyday lives. It’s hard to fathom for me because I’ve always been asked to relate the now to the past and to future possibilities. I assume everyone has done the same.

That does not make for effective teaching. This is not to say that I am leaning in the direction of trigger warnings and the like. I still feel that adults must be able to face multiple and possibly uncomfortable subjects without filters. It’s up to them to decide what they can handle–not up to me to shield them. But, positive or negative, they still need to be clearly engaged.

Very few have been interested in reading with true depth rather than reviewing for class time. Some come to me having struggled with understanding the writers’ overall viewpoint and even the vocabulary level. Personal essays are simply narratives without perspective to some. Overt argument is distilled into basic summary. Class time has become about how to read in general rather than how to write at this level. But, if that is what I have in hand, that is what I work with. And, coming to this with empathy makes me more effective and creates a particular safety zone that I am ok with providing. Some call it remedial work, some call it developmental, some call it refresh and review. Regardless, I call is a necessity for students from community college to private universities these days. I can’t reform K-12 education but I can accept what that produces  and do my best with what I inherit.

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Heron Moon Press

I am an adjunct assistant professor of English at Pace University in NY, adjunct faculty in English at Raritan Valley Community College in NJ, an online member of the adjunct faculty at SNHU College of Online and Continuing Education, as well as a freelance editor and writer. For many years, I've taught, guided, and tutored many individuals from those as young as kindergarten age to Grad-school students. I've worked on fiction, nonfiction, and memoirs. What has given me the greatest pleasure, is when I have students get together in a group, and create a story together. I offer the theme (e.g., Create a version of Red Riding Hood) and they run with it. I hope to offer this community collaboration to many more people. The goal is to prove that you don't have to be alone to write, you don't have to offer yourself up alone to the group, you can collaborate and offer the world (yes, the world is the community) a chance to create a narrative together. The results have been amazing.

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