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Response to Week 7's reading. Posted on 12/02/2025.

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These are some notes/self-reflection to Beth Godbee's chapter (pulled from Week 7: Feminism & Queer Theory). I hoping to utilize this information for my BOP.

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Notes for this week's reading. Sliva's work can be found in Chapter 4, Section 21 of "Teaching and Generative AI." 

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Some general questions I had while reading:

1. For writing instructors to feel comfortable with implementing ChatGPT, should they take into account the level of maturity, self-reflection, and honesty met by their students? How is the implemented/measured in the classroom?

2. How can the idea of language (universal) standards and multimodality work collaboratively in the classroom/work environment? Are they in conflict with each other? Can these ideas bolster each other?

3. Is there a fine line between developing cognitive awareness/thinking skills and using tools (such as AI, digital technology) for learning? What is that line?

Feel free to answer any of these!

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Notes taken from 4/5 readings for this week.

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When grasping the idea of writing within the public and community, the image of bowling came to my mind. In bowling, beginners typically use bumpers to guide a ball down the lane to the pins. In writing, we also set parameters for an audience's expectations and requests. We first feel awkward and silly, sometimes aimlessly tossing ideas to see if it hits the mark. But by understanding that there is routine and pattern in our approach, writers begin to meet the criteria for success.

Now this metaphor isn't perfect. This doesn't account for pros/experts in the field that hit "strikes" every time and it doesn't account for space/environments. These ideas could be perhaps argued as transfer logic. However, I wanted to draw on this connection to provide a loose example/image that I felt these specific readings might have lacked.

Overall, I found these readings to be of interest to me and something I'd like to explore further. Feel free in the comments below to list any other examples these readings may have inspired in yourself - I'd love to read them!

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Notes from a selection of the readings. Most of these had an auditory component to them (which I really like - helps me to pull what I think is the most important pieces of information). 

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Key Takeaway:

I really liked how in Friend's "Student Writing Must Be Graded By the Teacher" writing courses should emphasize students to see writing as professionals. This philosophy (to me) encompasses not only the variety of majors first year composition courses see, but also the practicality in how we need to teach writing. There are no grades in business, in a doctor's office, or at a construction site. There are real world implications for utilizing one's writing process/writing product (that I feel sometimes students forget in the age of AI). Collaboration (via peer review) was key to Friend's argument and is a practical skill in and outside the classroom (hence the professional mentality).

These are some my general thoughts. Feel free to comment on this or anything left in the OneNote!

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These are some connections/overall takeaways from Week 9's readings. Posted on Wednesday, Oct. 22nd. 

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Due to having a physical copy of the book, I underlined and starred key ideas and themes. Above is a complied notes section based on some of the ideas highlighted. Feel free to responded to the questions listed!

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OneNote notes for the first two readings this week. This is (mostly) general tidbits of information. 

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Takeaways:

For this reading response/notes, I wanted to write down as much information as possible and reflect on what I read. I didn't ask many questions while reading this week because I noticed that this is a topic that I didn't really have a baseline understanding about. I needed to develop a general understanding and sit with it before diving into questions (that will hopefully form during the later weeks). It was critical for my understanding for me to see how disability is defined and how important it is to incorporate, allow, and provide access to those individuals.

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During this week's readings, Wood introduces us to Mike Rose. If you want to dive further into the experiences/philosophy of Rose, I'd highly recommend this book. For me, this book captured what it meant to be not only a non-traditional student, but a budding educator as well.

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These are some of my OneNote notes I took for this week. General tidbits of information + questions I had while reading (bolded).

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Takeaway from Vandenburg:

There was a distinct image in this article that captured my attention. Vandenburg discusses how rhetoric acts as a sphere around the idea of composition. I can't help but imagine (a hypothetical and hungry) rhetoric swallowing composition, engulfing it to its core. Silly, but it makes me question if composition is the sole fuel that drives rhetoric forward. Or if the two feed off each other (no pun intended).

I would love to know additional thoughts here!

Takeaway from Podcasts:

The two podcast options for this week (Babb and Kahn) really had me question my teaching assistantship with UMSL's English Department (but in a good, self-reflective way). It made me realize that I am not alone in my journey as an educator (outside the scope of UMSL). Likewise, I reflected on not only the overall purpose to teaching composition, but my individual purpose as well.

If anyone has any key advice on teaching, I would appreciate it!

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This is a New York Times article published on August 26th, 2025. Not a required reading, but provides an interesting perspective on higher education, A.I., and Blue Books.

Week 3's readings definitely had me thinking about education's fundamental roots, how we combat cheating, and the conscience we have to uphold it all.

Note: I'd recommend reading this article. If you are not a NYT subscriber, you do have to create a free account.

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Insight from John Duffy

Key Questions/Takeaways:

In the age of fake news and AI, how can universities hold up to their standards of truth? How does the UMSL community hold up to this?

Does rhetoric seem distant and disconnected to us (prior to being enrolled in ENGL 5890)? If so, how?

What does tension tell us (beyond that of the dark history of virtue)? How can groups utilize this idea to their advantage/growth? Are there groups we familiarize ourselves with that practice this idea?