1. James Reither suggests a workshop model of "immersion" in which students read about, write about, and research chosen topics and teachers act as "co-investigators" in an ongoing process of academic inquiry (625). My question about this method of instruction has to do with the scaffolding involved in such an endeavor. Reither offers ideas of possible activities such as reading "bibliographies" and "books" as well as the writing down of "call numbers" and the crafting of "formal articles of the sorts they are reading" (625). As an instructor, how might you implement such a workshop in your classroom? What types of strategies might you use to support student learning in such a course?
2. Lester Faigley believes that process theory should be expanded to include more of a focus on how historical processes influence the act of writing. Faigley explains that writing has historically been used as an act of power, and that the social view theorists' interest in discourse communities leaves out the idea that sometimes participation in a discourse community can lead to negative consequences, such as oppression (662-663). In your opinion, how or in what ways is the historical process view important in composition courses?
2. Lester Faigley believes that process theory should be expanded to include more of a focus on how historical processes influence the act of writing. Faigley explains that writing has historically been used as an act of power, and that the social view theorists' interest in discourse communities leaves out the idea that sometimes participation in a discourse community can lead to negative consequences, such as oppression (662-663). In your opinion, how or in what ways is the historical process view important in composition courses?
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