Anna Plemons and Jordan Engelke Toward CLASP Pedagogy: A Review Anna Plemons and Jordan Engelke How might you help a First Generation Student become more confident in his/her academic abilities? What are some practices that have been used in the past that have helped students focus on their academics? Washington State University

1GWSU first generation CLASP Speed Review Pedagogies of inclusion Stereotype threat Power and privilege in the curriculum Critical course design Decolonial pedagogy

Module Review Conversation about: The rhetorical nature of markers of difference How we teach and evaluate student understanding re: the relationship between language, knowledge, and power Intended, Learned, and Taught curriculum (Cuban)

1GWSU first generation Stereotype Threat The threat of being viewed through the lens of a negative stereotype Fear of doing something that will inadvertently confirm a stereotype Linked to diminished performance based on the associative psychological stress Reduction in stereotype threat supports an open, relaxed posture for learning and improves academic performance. generation From Steele, C. (1999). Thin Ice. Atlantic Monthly. 282(2).

every dimension of human life.” Colonialism - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - resources To what extent does the design of our courses contribute to “an order of normative reason that extends a specific formulation of economic values, practices, and metrics to every dimension of human life.” --Wendy Brown, Undoing the Demos: Neoliberalism’s Stealth Revolution ideology

Lit review—Teacher Response Anis Bawarshi, “The Genre Function” (2000) Robert J. Connors and Andrea A. Lunsford, “Teachers’ Rhetorical Comments on Student Papers” (1993) George Hillocks, Jr., “The Interaction of Instruction, Teacher Comment, and Revision in Teaching the Composing Process” (1982) Sandra Murphy, “A Sociocultural Perspective on Teacher Response: Is There a Student in the Room?” (2000) Mary Lourdes Silva, “Camtasia in the Classroom: Student Attitudes and Preferences for Video Commentary or Microsoft Word Comments During the Revision Process” (2011) Melanie Sperling, “Constructing the Perspective of Teacher-as-Reader: A Framework for Studying Response to Student Writing” (1994) Richard Straub, “The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary” (1996)

Questions to consider: How can I help the composer be a stronger and more rhetorically-aware communicator? What is the composer attempting to communicate or accomplish? To whom is the composer attempting to communicate? What is at stake for the composer? How can I help myself be a stronger and more rhetorically-aware communicator? How am I situating myself as a reader/reviewer/evaluator of the composer’s work? Where am I deriving my ethos and/or authority to respond to the composer’s work? What is at stake for me in reading/reviewing/evaluating the composer’s work?  

On Being an Ally and/or Advocate Finding the middle ground between important overt gestures and misguided pronouncements. Learning the appropriate rhetorical and historical context for understanding the issues you’re trying to address Strategic use of course material and class activities It’s like when Motel 6 advertises they have clean beds… it gives you pause because, well, shouldn’t all hotels have clean beds? So if your teacher says “I’m inclusive!” it will likely give students pause as well. Instead of just *saying* it, we need to practice it within our own pedagogy.

Questions for reflection on being an ally/advocate: What do you know? What have you tried? What will you do differently next semester? What lingering questions do you have? How can you answer them? What else do you need in order to do this work?  

In the Next CLASP Module: Rhetorical Listening, Color-blind Racism, and Stereotype Threat: Considerations for Student-Teacher Conferencing A Composition-Specific Module