Nicole Matos, Associate Professor of English, at the College of DuPage wrote “Why I Allow Writing on Abortion, Marijuana, and The Big Game.” In the article she writes that the,”…purpose of teaching is for the growth of the student, not for the entertainment of the teacher.” Her article explores the the idea by allowing students to write about controversial or “easy” topics, you can encourage critical thinking/stronger writing. An example of the kind of topics she’s referring to are:
The Best Friend/Boyfriend/Girlfriend and/or The Bad Breakup: What could be more important to any of us than writing about our loves and our losses — all the more so because many traditional college-aged students are living these narratives for the very first time? Many of our favorite novels, plays, and poems are some version of love/breakup stories.
In this example, Matos notes to the familiarity of this theme to traditional literary themes. Allowing this type of writing in the classroom along with an assignment designed to elicit a connection to another story would make for a great writing exercise.
In our writing program, the topics are already prepared, but a journal activity like this may be really useful to students. Matos says that, They are doing what David Bartholomae and other writing theorists call “joining the conversation.” It is my task to alert students to that and urge them to acknowledge that conversation in their writing.” I agree with her stance, that its the role of the educator to help the students join in and yet create a new conversation. My first is encouraging priority is always critical thinking, and what better way to encourage that than by allowing students to use their own ideas?
Seriously, is there a better way? Let me know in the comments if you think so.