You all have had to digest a lot of material about feedback and revision in NWWK and “mutt genres” this week. How might these readings change your responding practice, or your ways of working with writers (or not)?
Elizabeth Wardle’s “‘Mutt Genres’ and the Goal of FYC: Can We Help students Write the Genres of the University?” is written to present the argument that first year composition classes (aka general writing skills instruction) do not help prepare students to write in the university and beyond.
"...the rhetorical situations of FYC courses around the country do not mirror the multiple, diverse, and complex rhetorical situations found across the university in even the most basic ways." The problem is that FYC primarily focuses on writing as the main object, instead of writing acting as a tool for other objects. Therefore, the goal is to help students write across the university in their other academic classes.
I've been pondering a bit about "mutt genres" and how it is going to affect my teaching. Truthfully, even after reading the article, I still am not sure as what I can do to help students write universally. Theoretically, it sounds like a great idea to help students gain the ability to write in several different genres for what seems appropriate, but the question is, "How?" I suppose a good start would be to instead of teaching students about what to write, we teach them how to write. As teachers, we should prepare students for other genres of writing that they will be presented with in their other courses.