A Critical Analysis of Yancey’s “Writing in the 21st Century” by Ian Hayden

In 2009 Kathleen Blake Yancey, past president of the National Council of Teachers of English, published a report titled Writing in the 21st Century in which she calls upon her constituency to support what she refers to as “21st century writing.” (1) Her opening claim is that “today, in the 21st century, people write as never before – in print and online.” (1) As a result, she argues, “we thus face three challenges that are also opportunities: developing new models of writing; designing a new curriculum supporting those models; and creating models for teaching that curriculum.” (1) The strong implication in Yancey’s title is that writing since the turn of the new century is different in significant ways from writing in earlier centuries, so different, in fact, as to require new models for understanding what writing is and how it should be taught.

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Review of Reading Culture: Context for Critical Reading and Writing, 4th ed., by Kimberly Norlund

Reading Culture by Diana George and John Trimbur is not a how-to text on writing but rather a how-to text on thinking critically of American culture.  As a visually stimulating reader reflecting everyday encounters through articles and illustrations, Reading Culture succeeds in capturing its audience’s attention.  George and Trimbur’s idea is “to treat contemporary American culture as a vast research project‑‑to understand its ways of life from the inside as you live and observe them” (3).  The ten chapters include such topics as Generations, Schooling, Work, Images, Style, History, and Multicultural America.  These topics give students a chance to read persuasive arguments on such matters as they might encounter in life, not just in the classroom.  George and Trimbur explain, “One of our central aims is to provide students with reading and writing assignments in their familiar ways of life, and to understand how these ways of life fit into the diverse, mass-mediated, multicultural realities of contemporary America” (xxv).  The authors do succeed with this aim.

For teachers of a persuasive argument class, this text would be a good primary text.  The authors have made the text extremely flexible for the classroom by providing alternate groupings of the articles under the sections “Alternate Contents” and “Rhetorical Contents.”  Alternate Contents assembles articles under the following headings: Journalism and Popular Writing, Academic and Critical Writing, and Literary Essays and Fiction. Rhetorical Contents uses heading such as narration, description, exposition/informative writing, etc., to group articles.  In this way, teachers are free to have students move around the text as needed depending on the topic being taught.  Also, there are suggestions for reading, discussion, and writing with almost every reading.

This text also offers several other features not necessarily included in other comparable texts.  The Visual Culture sections show students different images such as billboards or newspaper pictures to analyze and interpret. The Fieldwork sections in most chapters offer students a chance to observe and interview people about culture in a broad sense.  the Mining the Archive sections are especially helpful for students to learn to use resources such as the Web and the library.  These sections give a historical significance to the topic being discussed.  One assignment might be for students to find old textbooks in the library and write about the different cultural norms present in the past and how they have changed today.  Most chapters also offer a section called Perspectives, which shows paired readings of a particular topic.  These readings show students how authors can have different ideas or thoughts about a subject and how they write persuasively in each case.

Another nice point about this text is that it offers a companion website (www.awl.com/george/).  This is not a duplication of the text but rather a complement to it.  The readings found here are different than those in the text yet they cover the same topics.  There are links to locations mentioned in the readings as well as helpful sites for students and teachers.  It also has capabilities for teachers to use this as a discussion board and a place students can submit reading responses online.

The readings on the website as well as in the text itself are quite interesting.  Such topics as daytime talk shows, school shootings, and “Goths in Disneyland” certainly grab students’ attention.  These readings may seem like fluff to some instructors but students do deal with these issues every day.  These topics are part of their culture here in America.  This text will help them look at this culture critically rather than to accept it at face value.  They will do this through writing persuasive arguments about their thoughts on the articles.  Although this text does not explicitly teach writing, students will learn to develop ideas and arguments as they explore culture in America.

Critical Discussion Surrounding E.L. Doctorow’s Ragtime by Joseph Volk, Point Loma Nazarene University

Throughout the 19th and 20th centuries especially, narratives of human progress have been increasingly presented in terms of acceleration in a phenomenon testifying to what can be termed “the ecstasy of speed.”  In considering, unpacking, and interrogating such ecstasy, we investigate the ways in which individuals and cultures seek to rush towards the beyond of present realities.  The points at which general societal themes and expressions of progress and change explode within texts oriented towards the “out of” of human history into especially ecstatic declarations of world-historical acceleration are certainly some of the most easily arrived at examples of this phenomenon.  In turn, texts which challenge accepted narratives of speed and progress at precisely the points at which these narratives are most powerful emerge as a fascinating part of our study.  Already a critically heralded, wildly popular, and twice-adapted cornerstone of 20th century American literature, E.L. Doctorow’s novel Ragtime stands as a vivid example of precisely this sort of text.

 

The task of understanding Ragtime’s role in unsettling a historical master narrative of ecstatic acceleration hinges on the exploration of two themes which constantly appear within the critical material surrounding the novel: first of all, there is the challenge of interpreting Doctorow’s unique historical vision and, secondly, there is the question of the musical and cultural formation of Ragtime as what critic Brian Roberts has called the “central metaphor” of the novel.[1]  When considered together with the hope of discovering a cohesive historical narrative within the novel, these two discussions ultimately echo one another and reveal the ways in which Doctorow uses Ragtime to perform what could be characterized as an ontological deceleration through the introduction of a distinctive way of reading history which is both vitally deconstructive and politically charged.

Nearly all of the critical material available on Ragtime focuses at some level on the curious relationship between form and theme at its core: that is, it is a piece of historical fiction which explores the natures of, and ultimately challenges the differences between, history and fiction as categories of not only writing but also of understanding the historicity of one’s being-in-the-world.  These qualities have inspired many to consider the novel’s place within broad traditions of American post-modern fiction, comparing Doctorow to Nabokov, Barthes, Pynchon, and others, yet it is also important to understand the specificities of Doctorow’s project as revealed and realized in Ragtime.  Indeed, as critic Geoffrey Harpham points out, questions of history and narrative have long informed Doctorow’s novels and critical work.

In “E.L. Doctorow and the Technology of Narrative”, Harpham traces the development of Doctorow’s great “protest” of “the opposition of fact and fiction”: “that, as there is no meaning without the mediation of images, knowledge can never be grounded, and fiction actually lies at the heart of all factual records.”[2] Harpham quotes Doctorow himself on this point, using the author’s claim that “there is no fiction or nonfiction as we commonly understand the distinction: there is only narrative” as the starting point for a discussion of the ways in which Doctorow develops “his central continuing concern, narrative itself and its relation to power, imagination, and belief.”[3]  This framework opens up several questions which can be utilized to organize a range of perspectives on Doctorow’s historical vision: what are the specific narratives within and about the history Ragtime portrays that Doctorow seeks to challenge and deconstruct, what sort of narratives does Doctorow see as preferable to these, and finally, what sort of understanding of power and of human ways of being-in-the-world arises out of Doctorow’s narrative reconstruction of historical experience?

In order to properly situate Ragtime as a piece of historical fiction about history and fiction it is important to first understand the historical narratives with which the text interacts due to both the period it portrays and the period in which it was published.  The significance of the former is perhaps best introduced by critic Mark Busby, who frames the novel’s historical context with this comment: “The time the book covers, roughly 1900-1917, the Ragtime Era, was a time of great social, political, scientific, and industrial change in America, reflected as well in the age’s other name-the Progressive Era…most Americans were confident that humankind was moving toward perfection.”[4]  The latter on the other hand is more contested as several theorists have ventured to interpret Doctorow’s place within late 20th century American literature according to conflicting paradigms.

However, in Fredric Jameson’s discussion of the novel in his work Postmodernism, Or, the Cultural Logic of Late Capitalism we find certainly one of the most poignant and challenging descriptions of Doctorow’s place in post-modern culture. Jameson describes Doctorow as “the epic poet of the disappearance of the American radical past” who “has had to convey this great theme…by way of that very cultural logic of the postmodern which is itself the mark and symptom of his dilemma.”[5]

Here, then, we have two different narratives of the ecstasy of progress, one which Ragtime inherently comes into conversation with as it re-writes the history of the early 20th century, and the other which, at least according to Jameson, the novel inescapably participates in due to its location in the late 20th century amidst a culture moving rapidly towards the disintegration of traditional structures of meaning and resistance.  While Doctorow certainly recognizes, perhaps even reproduces, the allure of these narratives, a closer examination of several aspects of his re-writing of history reveals the ways in which Ragtime serves to alter and replace both the early and late 20th century narratives of ecstatic acceleration.

From a diverse range of discussions of the novel’s unique narrative framework, several different critics present perspectives on the ways in which Doctorow challenges the assumptions and metaphors central to the narrative of the Progressive Era.  This occurs on one level as Doctorow riffs on the lives and fates of various historical figures.  Critic Charles Berryman takes up this point at length in his article “Ragtime in Retrospect”, identifying a pattern in which:

The majority of the characters in the novel, whether the reflections of history or fiction, all follow adventures that are frustrating and inconclusive. The unsatisfactory nature of the heroic quest is illustrated in a variety of adventures: Commander Peary takes his expedition in search of the North Pole; J. P. Morgan attempts to contact the ancient gods of Egypt by spending a night in the Great Pyramid; Coalhouse Walker seeks justice through revolutionary violence; Houdini wishes to contact his dead mother; and Emma Goldman wants to break the tyranny of capitalism. What do all of these quests have in common? Why does Doctorow bring them all together in Ragtime?[6]

Later in the article Berryman answers his own question with the assertion that Doctorow presents “the mutability of all things” as the deconstructive property within history itself that causes the progression of time to act as a “comic mirror” in which “the many adventures of human will” see themselves “frustrated”.[7] It should be note that this conceptualization of mutability both as the ground of human experience and challenge to narratives of progress and accomplishment is echoed in Harpham’s article.

For Harpham, Doctorow posits “transformation as a universal phenomenon of which narrative is only a local instance.”[8] In other words, even the reading of history as narrative in fact redefines both history and fiction as ontic representations or locations of an ontology of transformation which resoundingly defies the simplicity and certainty of a narrative of progress.  Harpham’s reading of the plot of Ragtime reveals the further implications of this move on Doctorow’s part as transformation provides the basis of a “chain of related concepts”-“volatility, repetition, durability, replication”-which come to define “the process whose effects Ragtime traces everywhere” and which comes to be embodied in the lives of characters.[9]

As with Berryman’s reading of the novel, these processes do not serve to inflate the stature of Doctorow’s characters, but rather to “miniaturize” them as part of a schema in which “everything is symptomatic of the process, an instance of it; everything is presented in miniature and has the curiously aesthetic quality of tiny things.”[10]  Here we clearly see Ragtime’s multifaceted resistance to a narrative of ecstasy through progress not only as a refutation of its particular set of historical claims and doctrines, but also as a reversal of the concept of ecstasy itself: as the fabric of Being is revealed in beings, this revelation does not accomplish a amplification of beings or movement outwards from Being, but rather a grounding through the radical contingency of beings to Being.

Within criticism of Ragtime it is therefore relatively easy to discern the existence of a strain of discussion unpacking the ways in which Doctorow re-writes the dominant narrative of the Progressive Era as one of transformation and of the frustration of progress and the ecstasy of acceleration.  Jameson’s criticism, however, presents quite another problem.  To read Ragtime as embodying a counter-logic to the ecstasy of speed must at some level be to contest Jameson’s basic claim that the text, as part of a post-modern movement away from the possibility of political commitment as the foundation of being and writing, participates in precisely the late 20th century version of the sort of narrative it opposes in early 20th century history.

It is important to note here before considering a response to Jameson both that his critique of the novel is only a small part of a sweeping book-length criticism of wider cultural patterns and that it does in fact capture an important aspect of Doctorow’s work in its acknowledgement of the potentially paradoxical nature of his place astride different discourses and philosophies of literature.  However, it is even more important for the sake of our conversation here to establish the ways in which Doctorow resists another form of the ecstasy of speed-the acceleration towards the apolitical-through the recovery of political commitment out of the challenges to master-narratives posited by post-modernism.  This trait in Ragtime is established through a number of means, ultimately including a consideration of the second major theme within discussion of the text: the function of Ragtime music as the central metaphor of the novel.

One of the major claims to consider within this line of discussion of the text is made by critics who seek to establish continuity between significant modernist American texts and Ragtime.  Such analyses are performed by Thomas Evans and Barbara Foley, who compare Doctorow’s novel to John Steinbeck’s The Grapes of Wrath and John Dos Passos’ U.S.A. trilogy, respectively.  For Evans, Ragtime exists within a framework in which “politics and history are essentially linguistic constructs”, yet this hyper-modernist stance on Doctorow’s part dictates that “fiction is inevitably political” just as it suggests that history is “inevitably fictive.”[11] Consequently, Ragtime can be classified alongside a more explicitly didactic political novel such as The Grapes of Wrath, for both are ultimately about “the political education of a family” and by implication, of their audiences.[12]

Foley is quite a bit more critical in her interrogation of Doctorow’s historical stance, yet she similarly classifies Ragtime as a “clearly radical” work and categorizes it within a long standing tradition of American novels which present historical fiction in order to construct a coherent politics for the present.[13]  Each critic therefore presents Ragtime primarily as a novel which both attempts to recover political commitment out of the potential haze of hyper/post-modern aesthetics and is profoundly rooted within a tradition of American political fiction.  These comparative analyses thereby maintain Jameson’s critical eye towards Ragtime’s treatment of history while casting a far more positive light on the novel’s political implications.

Critic John G. Parks takes this discussion of the novel even further by claiming that Ragtime’s “aesthetically complex” blurring “of the lines between fact and fiction” is precisely how the novel manages to be political.[14]  Parks sees Ragtime as a work finely crafted in its narrative complexity to “disclose and challenge the hegemony of enshrined or institutionalized discursive practices” and to therefore “prevent the power of the regime from monopolizing the compositions of truth.”[15]  In the Bakhtinian terminology he eventually turns to, Parks identifies the same qualities of Doctorow’s historical vision discussed earlier as the foundation of a “polyphonic fiction”, capable of introducing a “heteroglossic dialogue” into an otherwise “monologic culture.”[16] Ragtime therefore exists to be “both disruptive or even subversive of regimes of power, and restorative of neglected…or unheard voices in the culture”: in short, it is a novel which both deconstructs and reconstructs.[17]   The challenges pertain to what the novel lays forth in its deconstruction of existing narratives of progress. Moreover, in order to further explore its reconstructive possibilities, the role of Ragtime within the novel must be considered.

Two coherent perspectives on the meaning of Ragtime as the guiding metaphor of Doctorow’s novel arise out of criticism on the question: the first, as articulated by Barbara Cooper and David Emblidge, sees Ragtime music as the summary metaphor for Doctorow’s challenges to history, while the second, as supported by Brian Roberts historicist close-reading of the novel, focuses on the ways in which references to Ragtime music and culture give the novel its political richness.  According to Cooper, Doctorow’s examination of “the utter elusiveness of ‘real’ time” and his efforts to reconcile “subjective and objective points of view” on history in Ragtime result in the creation of what she calls “‘rag’ time”, or a perspective on history “which encompasses nostalgia, memorabilia, data, and factual historical information” towards “the reconciliation of internal and external reality” and the creation of a new relationship between artist and history.[18]  References to Ragtime as art form therefore become metaphoric representations of the “‘rag’ time” crafted by the author who stands astride the categories of artist and historian.

Emblidge also sees Ragtime music as representative of Doctorow’s perspective on history and the place of his own work within it.  The “repetitive” nature of Ragtime music in particular is a metaphor for a “historical principle” in which “certain patterns of belief and action prevail no matter how much the outside world may seem to change.”[19] As an intensely patterned music which should never be played fast, Ragtime becomes the perfect representation of “the historical process” of “endless recurrence under a distracting façade of individualistic variation” and progress.[20]

These summaries of Ragtime’s metaphoric importance reiterate many of views of other critics regarding Doctorow’s project, yet it seems crucial to recognize the ways in which the use of Ragtime music as the metaphor which encapsulates the sprawling historical vision of the novel reflects a deliberate, pointed reconstructive move.  In other words, Ragtime music gives the novel’s thematic landscape some much needed coherence and is, in a sense, Doctorow’s encoded message to readers of the seriousness of his intentions to replace the narratives with which he engages with something better.  And, just as was highlighted earlier in the work of other critics, Roberts’ essay, “Blackface Minstrelsy and Jewish Identity: Fleshing Out Ragtime as the Central Metaphor in E. L. Doctorow’s Ragtime,” further reminds us that a radical political voice is an indispensable part of the narrative at which Doctorow eventually arrives.

Roberts reads Doctorow’s novel through the keen lens of cultural studies, exploring at length the ways in which Ragtime-as “more than a musical formation, also a cultural and racial formation”-creates a political subtext of racial identity within the novel by conjuring up the world of minstrel shows and early Ragtime performance.[21]  For Roberts, Ragtime must be read as a Jewish novel and therefore one specially concerned with the ways in which Ragtime music and the minstrel show tradition references a cultural context in which Jewish identity was constructed somewhere on the borders between White and Black.[22]  The novel therefore can be read as a consideration of the possibility of solidarity between Jewish Americans and African Americans with Houdini as its central figure.  Roberts examines the ways in which Doctorow links Houdini with Black cultural forms through several facets of his persona; from his “indebtedness” to a tradition which “relegated Jewish performers to perpetually perform stereotypes of blackness” to the prominence of caricatures of black masculinity within Houdini’s performances as described by Doctorow.[23]

Ultimately, Roberts sees it as Doctorow’s goal to bring Houdini from the point of exploiting hybridized forms of Black culture to the ability to experience genuine solidarity with African-Americans.  In the climactic scene within the Houdini storyline, Houdini hangs suspended above New York, is verbally abused by a man watching him from an apartment building, and experiences a moment of epiphany as he realizes he could have saved Archduke Franz Ferdinand from assassination.[24]  For Roberts, this incredibly weighty scene both subjects Houdini to a mock lynching and turns its gaze to future horizons of violence and anti-semitism.[25] Thus, out of a performance rooted in complex racial signification and tension, there arises a need for solidarity between oppressed peoples, a solidarity that does not obscure meaningful differences but rather one which is necessitated by the grim realities of shared violence.  Ragtime music, in turn, becomes the point of entry for the decoding of the radical and far-reaching political consciousness which Doctorow embeds within a novel which, for all of its narrative playfulness, is deadly serious.

From a summary of various critical perspectives brought to bear on the question of the ecstasy of acceleration in Ragtime, we are left with both a testament to the novel’s magnitude and the possibility of a specific strategy for closer readings of not only this novel, but also of 20th century historical fiction in general.  Just as so many layers and episodes of Ragtime’s rich narrative are left unexamined by this brief analysis, so there remain a host of important modern and post-modern texts which deal with the question of history, a question which will always be beset by what we might term the allure of acceleration. As the present writes its own history, it is vital to maintain a careful discussion of Ragtime and related texts, not only in order to keep track of which narratives are gaining and losing ground but also to continue to probe the question of the viability and ethicality of these narratives. As Ragtime and the critical materials surrounding it constantly remind us, such discussions take place with both authentic and false possibilities of ecstasy constantly at stake.

ENDNOTES


[1] Roberts, Brian. “Blackface Minstrelsy and Jewish Identity: Fleshing Out Ragtime as the Central Metaphor in E.L. Doctorow’s Ragtime.” Critique: Gale Literary Resource Center, 2004. p. 247

[2] Harpham, Geoffrey Galt. “E.L. Doctorow and the Technology of Narrative.” PMLA: JSTOR, 1985. p. 82

[3] Ibid. pp. 82-83

[4] Busby, Mark. “E.L. Doctorow’s Ragtime and the Dialectics of Change.” Critical Essays on E.L. Doctorow. New York: GK Hall and Co., 2000. p. 177

[5] Jameson, Fredric. Postmodernism, or, The Cultural Logic of Late Capitalism. Durham: Duke University Press, 1991. pp. 24-25

[6] Berryman, Charles. “Ragtime in Retrospect.” South Atlantic Quarterly: Gale Literary Resource Center, 1982. pp. 32-33

[7] Ibid. p. 33

[8] Harpham, “E.L. Doctorow and the Technology of Narrative.” p. 88

[9] Ibid. p. 89

[10] Ibid. p. 89

[11] Evans, Thomas G. “Impersonal Dilemmas: The Collision of Modernist and Popular Traditions in Two Political Novels, The Grapes of Wrath and Ragtime.” South Atlantic Review: JSTOR, 1987. p. 78

[12] Ibid. p. 78

[13] Foley, Barbara. “From U.S.A. to Ragtime: Notes on the Forms of Historical Consciousness in Modern Fiction.” American Literature: Gale Literary Resource Center, 1987. p. 87

[14]Parks, John G. “The Politics of Polyphony: The Fiction of E.L. Doctorow.” Twentieth Century Literature: JSTOR, 1991. pp. 454-455

[15] Ibid. p. 455

[16] Ibid. p. 455

[17] Ibid. p. 455

[18] Cooper, Barbara. The Artist as Historian in the Novels of E.L. Doctorow. Emporia: School of Graduate and Professional Studies of the Emporia State University, 1980. p. 29

[19] Emblidge, David. “Marching Backward Into the Future: Progress as Illusion in Doctorow’s Novels.” Southwest Review. Gale Literary Resource Center, 1977. p. 405

[20] Ibid. p. 405

[21] Roberts. “Blackface Minstrelsy and Jewish Identity: Fleshing Out Ragtime as the Central Metaphor in E.L. Doctorow’s Ragtime.” p. 249

[22] Ibid. pp. 249-250

[23] Ibid. pp. 254-255

[24]Doctorow, E.L. Ragtime. New York: Random House, 1975. pp. 266-267

[25] Roberts, “Blackface Minstrelsy and Jewish Identity: Fleshing Out Ragtime as the Central Metaphor in E.L. Doctorow’s Ragtime.” Pp. 255-256

Portfolios in the ESL Classroom: A Critical Review of the Literature by Sarah C Trudell

Review of:

  •  Burt, Miriam & Keenan, Fran. (1995). Adult ESL Learner Assessment: Purposes and Tools. ERIC Clearinghouse for ESL Literacy Education Washington DC, ERIC Identifier ED386962, 1-5.
  •  Gottlieb, Margo. (1995). Nurturing Student Learning Through Portfolios. TESOL Journal, Autumn 1995, 12-14.
  •  Hamp-Lyons, Liz & Condon, William. (1999). Assessing the Portfolio: Principles for Practice, Theory, and Research. Cresskill, NJ. Hampton Press, 23-29, 60-62, 68-73.
  •  Moya, Sharon & O’Malley, Michael. (1994). A Portfolio Assessment Model for ESL. The Journal of Educational Issues of Language Minority Students, Spring 1994, 1-16.
  •  Tannenbaum, Jo Ellen. (1996). Practical Ideas on Alternative Assessment for ESL Students. ERIC Clearinghouse on Languages and Linguistics Washington DC, ERIC Identifier ED395500, 1-6.

    Why Portfolios?

    Throughout elementary school, I had the horrible privilege of taking the Iowa Test of Basic Skills each April. We had to sit for hours and take long Reading, Math, and Social Studies tests. I always did OK on them, but knew that I could do better. I just got so nervous. While taking the tests, time just flew by and I would almost always run out of time before I finished taking the test– and I am a native speaker of English!

    While beginning my teaching career, I realized that many of the students that I would be teaching would still have to take the tests that are similar to the ones that I had to take as a child (and, in fact, through college), even though they do not have the same grasp of the language or test-taking strategies that I had when I took those tests. I learned that there are alternative forms of assessment besides tests, and now strive to implement these forms of assessment in the classes that I teach. One such form of alternative assessment is the portfo- lio. For this critique, I decided to review the current literature concerning portfolios as they pertain to teaching English as a Second Language.

The Search

The actual search for the literature was a learning experience in itself. Aside from collecting and reading articles and chapters from hard copy books etc., I was able to search the WEB for different articles pertaining to Portfolios. Many sites were un-refereed, if you will, and still others would provide the name of the article and an abstract, but I could not find the actual article in a publication. One such site/journal that I had problems with was Computer Assisted Language Learning (1999, Vol. 12, No. 3). I was given the abstract of an article by Saad Al Khatani, 1999, Indiana University of Pennsylvania, but could not access the actual article. I believe that, for me, more education on the topic of searching through the WEB is warranted!

The site that I had the most success with was the Educational Resources Information Center, or, ERIC. The sub-site from which I was able to find information is the ERIC Clearing- house on Languages and Linguistics, Washington DC. I was able to access the information quickly, and easily. I was impressed with the fact that I was directed to articles on Alterna- tive Assessment, which had just a small insert or paragraph on Portfolios. This Website is quite thorough and specific.

Review of the Literature

I was able to review five articles/chapters concerning Portfolios as they pertain to the ESL classroom. Two texts, “Practical Ideas on Alternative Assessment,” (Tannenbaum, 1996), and “Adult ESL Learner Assessment: Purposes and Tools,” (Burt, Keenan, 1995), are from the ERIC site. The third text, “Nurturing Student Learning Through Portfolios,” (Gottlieb, 1995) is from TESOL Journal. The fourth text is from Assessing the Portfolio: Principles for Practice, Theory, and Research, (Hamp-Lyons, 1999). This is a dual chapter text. The fifth text is “A Portfolio Assessment Model for ESL,” (Moya, O’Malley, 1994) which is from the Journal of Educational Issues on Minority Students. A review of each text is be- low.

“Practical Ideas on Alternative Assessment”, (Tannenbaum, 1996)

In this article, Jo-Ellen Tannenbaum discusses Alternative Assessment as a whole. She lists criteria that most forms of Alternative Assessment meet:

  • Focus is on documenting individual student growth over time.
  • Emphasis is on students’ strengths (what they know), rather than weaknesses

    (what they don’t know).

  • Consideration is given to the learning styles, language proficiencies, cultural and

    educational backgrounds, and grade levels of students. (Tannenbaum, 1996, p.1)

    Tannenbaum writes that Alternative Assessments are useful with English as a Second Lan- guage students because they, “employ strategies that ask students to show what they can do… in contrast to traditional testing.” (Tannenbaum, p.1)

    In her discussion of Portfolios, Tannenbaum describes the use of Portfolios in a classroom. She refers to three authors, Tierney, Carter, and Desai (1991) in their discussion of Portfo- lios. They suggest that:

    Among other things, teachers [should] do the following: maintain anecdotal re- cords from their reviews of portfolios and from regularly scheduled conferences with students about the work in their portfolios; keep checklists that link portfolio work with criteria that they consider integral to the type of work being collected; and devise continua of descriptors to plot student achievement.

    (Tannenbaum, p.4) Tannenbaum suggests that the following materials be put in a portfolio:

    1. Audio- and videotaped recordings of readings or oral presentations.
    2. Writing samples such as dialogue journal entries, book reports, writing assign-

      ments (drafts of final copies), reading log entries, or other writing projects.

    3. Art work such as pictures or drawings, and graphs and charts.
    4. Conference or interview notes and anecdotal records.
    5. Checklists (by teacher, peers, or student).
    6. Tests and quizzes.

    Tannenbaum stresses that it is important to include more than one entry of a particular type of portfolio content in order to gain “multiple perspectives on students’ academic develop- ment.

    This particular article is presented in an academic manner, and is informative and practical. It provides theory as well as lists everyday ideas for implementing the process of portfolio development and assessment in the classroom. It seems that this proposal can be used not just for ESL students, but for all learners.

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“Adult ESL Learner Assessment: Purposes and Tools”, (Burt, Keenan, 1995)

In their article, “Adult ESL Learner Assessment: Purposes and Tools”, Miriam Burt and Fran Keenan discuss what learner assessment is in terms of its use for placement, progress, enrollment purposes, verification of program effectiveness, and justification of further fund- ing. Burt and Keenan describe commercially available tests (multiple choice tests) and pro- vide reasons why these commercially available tests have limitations. They suggest that evaluators may not know whether an ESL student is having trouble with selected test items because of “difficulties with reading, with the vocabulary, or with the cultural notions un- derlying the test items.” (Burt, Keenan, 1995, p. 2)

Burt and Keenan state that, “Many adult (and K-12) educators promote the use of alternative assessment tools that incorporate learner goals and relate more closely to instruction. They provide alternatives to commercially available tests. One such alternative is the Portfolio. They refer to Fingeret, 1993 and Wrigley, 1992 in their assertion that:

Learner portfolios, collections of individual work, are common examples of alter- native assessment. Portfolios can include such items as reports on books read, notes from learner/teacher interviews, learners’ reflections on their progress, writ- ing samples, data from performance-based assessments, and scores on commer- cially available tests.

(Burt, Keenan, p.3)

This article, although quite informative, left me wanting more practical ideas concerning what should go into a portfolio, and how a teacher should plan and implement the use of portfolios. The conclusion was short and basic, but stated the overall assertion of the article, that, “current practice and theory seem to recommend using a combination of commercially available and program-developed alternative assessment instruments.” (Burt, Keenan, p.3) This article would be helpful to a new teacher who needs ideas as to how to alternatively assess his or her students.

Nurturing Student Learning Through Portfolios, (Gottlieb, 1995)

In her article, “Nurturing Student Learning Through Portfolios,” Margo Gottlieb discusses the fact that there has been a rise of instructional and assessment practices that are “holistic, student centered, performance based, process oriented, integrated, and multidimensional.” (Gottlieb, 1995, p.12) She writes that portfolios are a means of alternative assessment and that they “facilitate articulation between teachers and individual students, other teachers, parents, and administrators.” (Gottlieb, p.12) She describes a “CRADLE” approach to port- folio development. CRADLE stands for developing Collections, encouraging Reflective practices, Assessing the portfolio, Documenting achievement, ensuring Linkages, and Evaluating portfolios. She asserts that teachers must have professional development and training in order to “reach acceptable levels of reliability for the entire portfolio.” (Gottlieb, p.14) This article was extremely informative. It gave me a template to follow in developing my own portfolio system. This article would be appropriate for teachers of ESL students as well as teachers of native English speaking students.

Assessing the Portfolio: Principles for Practice, Theory, & Research, (Hamp-Lyons, 1999)

Liz Hamp-Lyons, in her chapters concerning portfolios, writes of the existence of portfolios as tools for “gathering performances of widely varying kinds.” (Hamp-Lyons, 1999, p.22) She states that portfolio assessments provide useful information that educators, students, and the public can trust. Hamp-Lyons discusses portfolios in the K-12 classroom. She asserts that norm-referenced tests and other standardized tests have no particular relation to what teachers are teaching in their classrooms. These tests are incomplete and unfair. Perform- ance assessments (portfolios) “provide richer information about what students can do, and [they] leave[s] room for students to show more than the test asks.” (Hamp-Lyons, p.26)

Hamp-Lyons writes that although many individual teachers may use portfolios in their class- rooms, college level portfolio based writing assessment is less “robust” than in K-12 classes. Hamp-Lyons continues her discussion about portfolios in referring to nonnative writers. She asserts that nonnative writers struggle with timed writing tests, and that writing tests do not show the breadth of the students’ capabilities. The use of portfolios enables ESL stu- dents to show their best work.

Hamp-Lyons makes a point in saying that while portfolios show the progress and aptitude of students, they also show the effectiveness of the particular pedagogical program the portfo- lio has been developed for.

This was an appropriate piece for ESL teachers. Hamp-Lyons discusses portfolios from many teaching levels (K-12, College etc.). Her assertion that portfolios are a reflection on the program for which the portfolio is developed is something to consider.

A Portfolio Assessment Model for ESL, (Moya, O’Malley, 1994)

In their discussion of portfolios in the article “A Portfolio Assessment Model for ESL”, Sharon S. Moya and J. Michael O’Malley provide examples of school districts that have programs with portfolio development and assessment. They explain the use of portfolios and stress that “A portfolio used for educational assessment must offer more than a show- case for student products; it must be the product of a complete assessment procedure that has been systematically planned, implemented, and evaluated (Moya, O’Malley, 1994, p.1). They list five features of a model portfolio procedure: comprehensiveness, predetermined and systematic, informative, tailored (meaningful to teachers, students, staff, and parents), and authentic.

Moya and O’Malley propose the rationale for using portfolios in the ESL classroom, stating:

Language proficiency must be viewed as a composite of many levels of knowl- edge, skills, and capabilities. A varied approach to measurement, including both test and nontest methods, is, therefore, needed to ascertain student strengths and weaknesses in all critical areas. Portfolio assessment encourages the use of multi- ple measures.

(Moya, O’Malley, p. 4)

Moya and O’Malley discuss the Portfolio Assessment Model, which has six interrelated levels of assessment: 1.) Identify purpose and focus of portfolio; 2.) Plan portfolio contents; 3.) Design portfolio analysis; 4.) Prepare for instruction; 5.) Plan verification of procedures; and 6.) Implement the model. (Moya, O’Malley, p.5)

This article provides both theory and practical suggestions for implementing the use of port- folios in the classroom. The steps in the model are easy to follow and can be adapted and utilized in all grade levels (K-12, university, adult etc.).

A Summary of the Arguments

There is a common thread that runs throughout the articles above. This thread is that the use of portfolios in the ESL classroom is an important addition to the assessment procedures of the class. With a rise in the number of ESL and EFL students in our schools today, portfo- lios are an effective way to assess the whole student, not just pick apart the students’ weak- nesses. Portfolios give students many opportunities to present their best work, and, in so doing, are encouraged to do their best.

Portfolios are a means of assessing the students’ strengths and weaknesses, not only in test- taking abilities, but in a variety of skills such as planning, revising, and presenting a sample of writing. Portfolios provide opportunities for students to reflect upon who they are as learners, writers, and people. This is especially important in the development of ESL stu- dents’ confidence, and attitudes towards their growth in learning English as a second lan- guage.

The articles all assert that portfolios produce a better student and better teaching programs. This view is clearly presented in Hamp-Lyon’s discussion. She writes that portfolios actu- ally point out the weaknesses of the program addressed. We can assume that this can be quite threatening for teachers who have been teaching in the traditional structure, where teachers teach, but the students are tested on things that do not directly reflect the specific programs that the teacher presents.

The articles suggest the use of many different forms of work provided by the student. These are clearly listed in Tannenbaum’s, Burt’s and Keenan’s, and Moya’s and O’Malley’s dis- cussions.

Two articles are very effective in presenting a model or a plan in implementing a program of portfolio use in the classroom. Gottlieb discusses the CRADLE approach, and Moya and O’Malley discuss the portfolio assessment model for ESL. There is a contrast between the two approaches, though. Gottlieb’s CRADLE Approach is more student-centered, where students are asked to collect their own pieces of work, and reflect upon the process through which these pieces of text were developed. In Moya and O’Malley’s argument, the teacher or “committee” is the guiding factor in the development of portfolios in the classroom. This argument provides explicit instructions for teachers to follow in developing the portfolio program.

Burt and Keenan are the only authors who pointed out the downfalls of the use of portfolios in the classroom. Like all strategies of assessment, the use of Portfolios is not completely thorough in the assessment of students. They state that portfolio development and imple- mentation, as well as evaluation, is time consuming for both students and teachers. They assert that many ESL students are resistant to alternative forms of assessment like portfolios. They also make a point of saying that funders, (from the state, or program etc.) require hard evidence as to the progress of students. They do not want to read millions of students’ port- folios, but they will look at lists and data which show how a particular program is running.

A Derridean Approach to Critical Reading: A MONSTER! by Talitha May, Colorado State University

Hearing the term “critical reading” provokes my composition students to lemon-pucker grimace and nervously shift in their seats as if a monster had suddenly appeared. They often gasp at the prospects of the composition course’s planned future critical reading unit. They identify with theorist Jacques Derrida’s notion that “the future is necessarily monstrous: the figure of the future, that is, that which can only be surprising, that for which [they] are not prepared, you see, is heralded by a species of monsters” (Derrida 386-7). I do not try convincing students that texts are un-intimidating and that critical reading is an unthreatening process of merely examining specific dominant codes within texts that allow for predisposed meanings to occur. I rather tell students that texts are indeed monstrous and the process of critical reading is undeniably what Derrida terms “a monster.” Considering then that a monster rears its head in the composition classroom, it is necessary to learn one possible way students may approach the wide-ranging process of critical reading. In this brief article, I attempt to discuss Jacques Derrida’s definition of the “monster” and how this definition may be applied to a practice of critically reading texts, appropriately expressed by the memorable acronym, “A MONSTER.”

A text “which appears for the first time,” may not only present difficulties of understanding for students, but may also elicit fear; such a text may be considered what Derrida terms “a monster” (Derrida 386). This unrecognizable text does not necessarily allow an expected and familiar meaning to occur, but rather “produces a language of its own, in itself, which while continuing to work through translation, emerges at a given moment as a monster, a monstrous mutation without tradition or a normative precedent” (Derrida 385). Because a precedent is not yet established, when students undertake arriving at a stable meaning, such a text “frightens [them] precisely because no anticipation had prepared [them] to identify this figure” (Derrida 386). Students are fearful because they risk being “without power” when encountering new texts; as Derrida explains, “the notion of the monster is rather difficult to deal with, to get a hold on, to stabilize” (Derrida 385). Despite an initial sense of fear and a sense of powerlessness when considering difficult texts, students may in fact begin accustoming themselves to the monstrosity.

When faced with a monster, students do not have to remain frozen in action by a Medusa’s gaze, for instance, but may instead initiate the process of “normalization.” Derrida explains this process when he states:

But as soon as one perceives a monster […] one begins to domesticate it, one begins […]to compare it to the norms, to analyze it, consequently to master whatever could be frightening in this figure of the monster. And the movement of accustoming oneself, but also of legitimation, and, consequently, of normalization has already begun. (Derrida 386)

Derrida explains that students may initially become aware of how to normalize or domesticate any appearance of monstrosity by analyzing it. Analyzing the monster potentially entails examining what may characterize it.

For Derrida, the monster is characterized as an amalgam, or a hybrid, and as such, students must acquaint themselves with the monster by a similarly heterogeneous and thus monstrous approach. Derrida maintains, “a monster may be obviously a composite figure of heterogeneous organisms that are grafted onto each other. This graft, this hybridization, this composition that puts heterogeneous bodies together may be called a monster” (Derrida 385). Because the monster is a hybrid, and exposes the myth of a unified body, the movement of accustoming oneself to the monster may involve an analytical process characterized by a similarly varied composition. Derrida explains this process of hybrid normalization when he states, “one must conduct not only a theoretical analysis; one must produce what in fact looks like a discursive monster so that the analysis will be a practical effect” (Derrida 386).

Producing such a discursive monster necessarily entails an analytical process whereby students may explore various aspects of a text and examining their relationships. An effective practice to initiate exploration involves the process of questioning a text’s various aspects.

The below list of various rhetorical contextual questions may be grafted together to create “A MONSTER.” This “monster” analysis is perhaps one possible attempt of what Derrida terms a “practical” theoretical analysis. A composition student may begin the process of dissecting the monstrous text by means of considering the below guided questions, and attempt answering the questions in an answer log, or even in the text’s marginalia for visual reference. Not all of the questions may be relevant to every monstrous text; composition students are encouraged to forge a different set of questions when encountering the next text.
Audience and Appeals

1. Who is the intended or unintentional audience for the text?

2. What type of audience does the text create or have a need for?

3. What characterizes the audience? (These characterizations may include language, geographical locations, gender, ethnicity, values, motivations, age, political affiliation, religion, educational background, profession, physical differences, etc.)

4. What types of appeals (logos, ethos, and pathos) are operative in the text?

5. Now consider yourself as a particular audience; how does your particular background affect your reading of the text?

 
Mode

1. What is the particular mode or aim of argument functioning in the text? (These modes may include: to persuade, inform, analyze, request, document, explain, evaluate, instruct, convince, explore, mediate, negotiate, entertain, etc.)

Organization

1. In what ways is the text organized (circular, linear, a combination, or neither)?

2. Where does the text indicate new sections?

3. Where does the text point to new main ideas?

4. Where in the text do the main ideas occur?

Necessity/Need

1. What are the overall needs or purposes of the text?

2. What rhetorical context seemed to have prompted the need of the text?

 
Style and Sources

1. What is the text’s tone (satirical, humorous, ironic, whimsical, formal, causal, technical, angry, didactic, etc.)?

2. What types of figurative language (tropes and schemes) are operative in the text?

3. What images or vocabulary recur throughout the text?

4. What kind of language occurs in the text (standard, slang, sexist, technical, abstract, concrete, obsolete, archaic, regional, foreign, etc.)?

5. What kinds of sources are cited and what are their dates and contexts?

6. Who are the authors of the text’s sources?

Thesis and Theory

1. What is the author’s thesis and where is it located?

2. What are the main ideas of the text?

3. Can you identify a particular critical “theory” that perhaps informs the text?

Evidence

1. What types of evidence does the text possess (descriptive, statistical, interviews, personal, etc.)?

2. Is the evidence credible, detailed, relevant, specific, asserted, or explained?

 

Reasoning and Re-reading

1. Are there any logical fallacies present in the text’s reasoning?

2. What type of reasoning (inductive, deductive, or both) is present in the text?

3. What underlying assumptions are operative in the text?

4. Have you re-read the text not necessarily teleologically from beginning to end?

 

 
The monster analysis does not prescribe a definitive or even repeatable approach to critical thinking, but instead aims to allow composition students to begin engaging in a memorable process of critical reading. Many students indicate that it is rather difficult even knowing how to begin the process of critical reading. This analysis is merely one possible simple approach students may consider when initially attempting the practice of critical reading. Not only is the process an effective method allowing students to begin critically thinking, but the acronym is highly valuable. The acronym is effective because it is literally memorable when students do indeed encounter a monstrous text.

The outlined “A MONSTER” inquiring approach to critical reading makes it possible for composition students to begin their process of engaging with difficult texts. Even though the questions of the monster analysis are somewhat repeatable, the actual answers always differ and remain contextual to each monstrous text. Monstrous texts do rebuke enclosure and any systematizing efforts on behalf of their captor; however, they easily lend themselves to student inquiry and provide students a step in the direction of accessibility.

Works Cited
Derrida, Jacques. Points…Interviews, 1974-1994. Trans. Peggy Kamuf, et al. Stanford: Stanford University Press, 1995.

Review – Rereading America: Cultural Contexts for Critical Thinking and Writing by Lisa Stahl

A lot has changed in the last 25 years.  In 1976, Richard Ohmann reviewed 14 textbooks typical of those used for teaching freshman composition (as referenced in Lester Faigley’s Fragments of Rationality: Postmodernity and the Subject of Composition).   Ohmann found these textbooks instructed students exclusively on writing skills and techniques to the exclusion of any analysis of culture.  He wrote that “these textbooks teach writing in ways that reproduce the status quo…divorce writing from society, need and conflict, and break writing down into a series of routines” (132).

The textbooks produced in the last 10 years arise as a seeming backlash to Ohmann’s criticism.  It appears we have swung to the other extreme with books that teach critical thinking without mentioning any writing strategies.  An example of this extreme is Rereading America: Cultural Contexts for Critical Thinking and Writing.  In its 5th edition, this “best selling thematic reader” is organized around 6 dominant myths of American society: family, education, the American Dream, gender, the melting pot, and the frontier.  Its aim is to explode these myths and encourage students to interact with society’s assumptions and embrace the inherent conflict contained in questioning these assumptions.  Each section offers a selection that represents the traditional myth being explored (for example, Horace Mann discussing education, Horatio Alger from Ragged Dick on success, Alexis de Tocqueville on gender equality issues).  Then, by contrast, it offers powerful stories and essays that undermine these myths (for example, E.J. Graff, “What Makes a Family”, Susan Faludi, “Girls Have All the Power: What’s Troubling Troubled Boys”, and N. Scott Momaday, “The American West and the Burden of Belief”).  This juxtaposition is useful because it grounds the student in the text that support the myth before offering alternative views.

In its preface for instructors, the authors indicate that the book contains issues that “speak directly to student’s experience and concerns.  Every college student has had some brush with prejudice, and most have something to say about education, the family, or gender stereotypes they see in films and television.”  While I’m not convinced every student has had

some brush with prejudice, after reading the selections these authors provide in this reader, I am confident that every student should read the selections it offers and ponder the questions it raises.

Another effective strategy of this textbook is its use of visual images that ask the students to “read” the visual texts and incorporate the messages represented into their thinking about each of the 6 myths.  The authors effectively integrate comic strips, recent advertisements and even Norman Rockwell paintings.

In the introductory essay to the student entitled, “Thinking Critically, Challenging Cultural Myths: Becoming a College Student” the authors define a critical thinker as “an active learner, someone with the ability to shape, not merely absorb, knowledge” (2).  This new definition sets the course apart from their high school experience where most students were simply asked to read and regurgitate content on exams.  The essay suggests that the students pre-read and pre-write before each assignment because “writing about what you’ve read will give you a deeper understanding of your reading.” (11)   This instruction about writing as a heuristic is a hopeful beginning, but alas, is not developed further.  The authors also suggest the students mark the text and take notes as “the best readers read recursively” (15).  Again, this is good advice, but the connection to writing recursively is not made.  Finally, the authors suggest that the student keep a journal whether or not the teacher requires one, because a journal “is a place to free write without worrying about correctness.”  These examples from the textbook illustrate the authors’ approach to reading but never draw the connection to writing for the students.

In fact, the main problem I have with this reader is the fundamental lack of writing instruction in its text.  Although it purports to be “designed for first year writing and critical thinking

courses”, it only accomplishes the first half of that claim.  The readings offered and the questions it asks the students to explore about American myths and cultural concepts are structured for in-depth critical thinking, an important part of a solid college education.  It is the absence of actual writing strategies that is discouraging.  In the backlash to rhetorical textbooks which focused on process, like The St. Martin’s Guide to Writing (second edition, 1988), composition readers have swung completely in the other direction.  Even in the instructor’s guide contained within Rereading America, teachers are guided on topics such as building trust within the classroom and how to handle “hot topic” issues.  There is no instruction on how to incorporate rhetorical writing skills, how to design titles, lead sentences, build cohesive paragraphs, utilize appropriate evidence, etc.  If we are to teach our students both critical thinking and writing skills, we are left with two choices: writing a new textbook which incorporates writing skills instruction utilizing challenging reading material, or accept that whichever textbook we choose for our classrooms will have to be supplemented with other sources.

Review – Reading Culture: Context for Critical Reading and Writing, 4th ed., by Kimberley Norlund

Reading Culture by Diana George and John Trimbur is not a how-to text on writing but rather a how-to text on thinking critically of American culture.  As a visually stimulating reader reflecting everyday encounters through articles and illustrations, Reading Culture succeeds in capturing its audience’s attention.  George and Trimbur’s idea is “to treat contemporary American culture as a vast research project‑‑to understand its ways of life from the inside as you live and observe them” (3).  The ten chapters include such topics as Generations, Schooling, Work, Images, Style, History, and Multicultural America.  These topics give students a chance to read persuasive arguments on such matters as they might encounter in life, not just in the classroom.  George and Trimbur explain, “One of our central aims is to provide students with reading and writing assignments in their familiar ways of life, and to understand how these ways of life fit into the diverse, mass-mediated, multicultural realities of contemporary America” (xxv).  The authors do succeed with this aim.

For teachers of a persuasive argument class, this text would be a good primary text.  The authors have made the text extremely flexible for the classroom by providing alternate groupings of the articles under the sections “Alternate Contents” and “Rhetorical Contents.”  Alternate Contents assembles articles under the following headings: Journalism and Popular Writing, Academic and Critical Writing, and Literary Essays and Fiction. Rhetorical Contents uses heading such as narration, description, exposition/informative writing, etc., to group articles.  In this way, teachers are free to have students move around the text as needed depending on the topic being taught.  Also, there are suggestions for reading, discussion, and writing with almost every reading.

This text also offers several other features not necessarily included in other comparable texts.  The Visual Culture sections show students different images such as billboards or newspaper pictures to analyze and interpret. The Fieldwork sections in most chapters offer students a chance to observe and interview people about culture in a broad sense.  the Mining the Archive sections are especially helpful for students to learn to use resources such as the Web and the library.  These sections give a historical significance to the topic being discussed.  One assignment might be for students to find old textbooks in the library and write about the different cultural norms present in the past and how they have changed today.  Most chapters also offer a section called Perspectives, which shows paired readings of a particular topic.  These readings show students how authors can have different ideas or thoughts about a subject and how they write persuasively in each case.

Another nice point about this text is that it offers a companion website (www.awl.com/george/).  This is not a duplication of the text but rather a complement to it.  The readings found here are different than those in the text yet they cover the same topics.  There are links to locations mentioned in the readings as well as helpful sites for students and teachers.  It also has capabilities for teachers to use this as a discussion board and a place students can submit reading responses online.

The readings on the website as well as in the text itself are quite interesting.  Such topics as daytime talk shows, school shootings, and “Goths in Disneyland” certainly grab students’ attention.  These readings may seem like fluff to some instructors but students do deal with these issues every day.  These topics are part of their culture here in America.  This text will help them look at this culture critically rather than to accept it at face value.  They will do this through writing persuasive arguments about their thoughts on the articles.  Although this text does not explicitly teach writing, students will learn to develop ideas and arguments as they explore culture in America.