In my writing class I encourage my students to research ideas for themselves and question possible hidden agendas in what they read.
A new semester has just begun and I’m back to teaching. No spare time now for making altered books or organizing a mail art swap.
I have a new group of college students eager to embark on improving their writing. One of my courses is an online class; the delivery of this class is quite different from that of my traditional face-to-face class. This online class involves pre-planning: all lecture material and assignments were set up before the semester began. The class has a totally different feel from my face-to-face class where I know I have the power of personal interaction to convey my meaning.
I have set up a discussion forum for them to introduce themselves to one another. They are very eager to mention their hometown, describe their pets, discuss their siblings and best friends, rave about favorite restaurants and beaches, brag about their jobs, and explain their future goals. Without fail they mention they are soooo excited to be in an online class and can’t wait to get started on all their assignments. Doubtless they picture themselves working on their laptops in their pajamas and at their leisure, not yet conceiving of the amount of work they are in for. I can only hope they are just as fresh and enthusiastic several weeks from now!
One thing I will keep fresh is my desire for them to think for themselves. I encourage “critical reading” and discourage them from accepting conventional wisdom, imploring them to always look beneath the surface of any story for the author’s hidden agendas. This is also my philosophy about enjoying art. Trust your instincts about what you like and don’t let experts sway you from what feels right.
