Working with the Students

            One of the major things I have learned that I hope to continue working with students is to effectively design an argument. Students will have ideas that they love and believe everyone should agree with but that does mean that they have figured out how to properly articulate these ideas. Throughout the semester they are likely to improve their writing but hopefully they will learn to create and develop arguments as well. Few students have already done this before but they will almost certainly be asked to do so again.
            One way I hope to help them accomplish this would be through in class discussion. Forms of contact zones work well for this idea.  While it may be taboo to discuss current events in certain instances, I feel at least trying to have a constructive class criticism can be helpful. While students most likely cannot successfully persuade other students to their side of an argument, they can still continue to develop their reasons for their decisions. I will not tolerate putting another student down, calling them names in a derogatory or inappropriate way or taking away their voice in some way or form. But, I think as long as the discussions stay productive, I think they can be really helpful for students. Particularly if I or other students try to poke holes in a positive way.
            Another instance would be to bring in examples for the class to discuss. This construction revision is something that can be extremely helpful. Using either my own or former students that are no long taking the class' work would allow them to learn by a different form of discussion what does and doesn't work in writing. Many of them have made the same mistakes throughout the semester on the assignments. Helping them by running through these mistakes and showing them in works will, hopefully, connect it to their own writing. This will help them to focus on fixing the mistakes that have already occurred in their writing. Once they receive a paper or grade that shows they have fixed these initial issues. Then with that feedback, they can continue to begin looking for other areas to improve. This cycle can continue and hopefully improve their arguments overall.
           Finally, introducing aspects of social media into my work can help to connect to why the classes are so important. This flows well into the study of Andragogy we have done this semester. Many students, especially incoming freshman, severely lack understanding of why writing well is so important. Hopefully by showing them both comical and serious posts on Facebook, Twitter, Youtube, etc. can help to discuss whether or not people are effective. The ideas can also slide into, would you want to hire or work with someone who writes like this. If students can see how important the writing is in their everyday life, Hopefully they will want to begin to understand how to improve their writing.
            Overall, the different ideas addressed here will help to encourage students to not only believe ideas but encourage them to learn how to defend them. With that knowledge they will also be able to, hopefully, look at other arguments, learn to judge the arguments, agree or disagree. and understand why they feel this way.

Visual Rhetoric

        Society today is becoming more visually inclined. I was standing in Barnes & Noble yesterday and looking at some of the books on one of their specialty tables. The table next to it had a number of copies of 50 shades of gray with different covers. A pair of women a few years older than myself walked up to the table to look at the book. One of the girls picked up a copy and began to examine it. The other remarked that she hadn't seen the movie and upon seeing how long the book is remarked, "Oh, I could never get through that, I'll just see the movie instead." At 514 pages it is considered a long novel by most accounts, but it is still shorter than four of the seven Harry Potter novels.

       Yet, people will almost universally see the movie before they read the book. It takes 2-3 hours to watch the movie and significantly more, depending on how fast you read, to finish an entire book. Many people would rather free up their time for other activities. In this way, I think we should be studying visual rhetoric more. We should attempt to find ways to integrate video and pictures into a classroom setting more successfully. Students are told that PowerPoint presentations should be used as a supplement to your presentation and that you should not read off of your presentation. The problem with this is that we do not teach them how to go about doing this successfully.

      It's a weird place to look but the sports community actually has a good idea for what to do here. Most football programs have gone to what is known as the "no-huddle" offense. In this scenario, the offense and defense never get together and say the play call, instead the teams look to their sidelines to get the play relayed to them from the coaches directly. The school in question I am thinking of is Oregon a few years ago:



Here is just one example. The sign here tells different members of the offense what to do for the given play. The players see the images and are able to make the connections. Secrecy in play calling means that the viewer and the opposing defense has no idea what these mean though.

     What I am trying to get at is that these same visual cues can be used in a PowerPoint. Students can choose pictures that remind us of what they are talking about and these can then be used to remind them of where they are going and what they are supposed to be talking about. The visual cues should be things that need to be discussed or short one to two word phrases. I feel that your audience should not be able to read your paper or even your main points. In order to learn about the topic at hand, the students should be engaged in listening to what you have to say about the topics.

       Hopefully, with practice, students can learn how to effectively communicate their argument orally with using the PowerPoint as a means to help supplement their argument.

Working with Underlife

I will not be writing a paper as  I am taking the class for only 2 credits, I am writing this week and shall choose a topic to write about instead. I chose to look at what we discussed last week, underlife.

Underlife is vastly important in today's society as we are more and more easily accessible in the world. Phones and computers allow our students to always be connected to each other and the world. This can only distract him or her if he or she lets them. For many students it is incredibly easy to fall into the trap of giving in to underlife and not pay attention in class. But, I want to believe that there is some way we can use this to our advantage? I want to believe that there is some way.
Though we have a tendency to believe that every student has an interest in our class, the truth is some students will never find a class interesting if they don't want to. This is where I think discussing underlife can become important. If a student understand that we are currently looking into this idea they may be less likely to do it. I think bringing it up could bring it into the student's minds perhaps guiltily reminding them that they are not paying attention to class.
Sometimes things happen while we are in class and the students will be more interested in that than what we are teaching. Being fluid to the way things are changing outside of the classroom should help us to talk about our class within the context of the real world. When things such as the debates, sports events and religious events occur the students should be able to discuss in in class and we should attempt to bring that in to class. In this way, students would be more likely to participate in class if we discuss what could in fact be the underlife that is distracting them.
I was wondering if anyone had any suggestions or thoughts on this topic. What are some ways to integrate it into a lesson? What are some ways that we could attempt to persuade students to avoid underlife? Would it be against the law to ask students to turn around their computer or show the class what they are doing?

Learning Multiculturalism

       One of the key aspects to this class that we have talked repeatedly on is being aware of the students in our classes, both that we are teaching and taking. Colleges are becoming more culturally diverse than they ever have before; students are travelling from other countries to attend undergraduate and graduate classes at our university. We are almost guaranteed to have at least one student in our classes that is from another country. This places further emphasis on keeping my students and I culturally aware to make sure we are not making fun of another culture. This insensitivity should not stand whether students are around or not but that does not mean that a lapse in judgement can happen.
      We have talked extensively in class about contact zones and these were not something that I had previously thought about. These almost require multiple cultures coming together to form a contact zone, like Pratt mentions. And these do not always have to require leaving the country to find a culture change large enough for a contact zone. The gun control laws right now are vastly different when looking from state to state, for instance. The students in class who are from other countries would also likely have a vastly different viewpoint of the situation that my students from America and myself might not have thought of. Taking other people's view into account is something that we all should do when attempting to make informed decisions.
     With the drastic increase of technology and the sudden availability to connect around the world immediately, what is known as the classroom is rapidly changing. Students in France could take a class electronically without ever having to step foot in America. This allows us to interact easier than we ever could before. But, this also drastically influences the way we have to think about teaching our classes. Students that are born in France, Nigeria, etc are taught in a different environment and a different setting which changes the way they learn and expect to be taught. In a way, we almost have to learn about the other countries and the way they are taught. Some of them will not be expecting the ability to talk in class while others may think that they can talk over other students or make fun of the opinions of others. We have to be aware of these differences and try to ensure that they know how to learn and participate in an American college classroom. There is no reason these students should be made to feel isolated from the rest of the class or the university as a whole.
      The world is rapidly shrinking and there are no signs that this shrinking is slowing down. We should therefore embrace it and attempt to encourage students to go abroad to learn. We should also work to incorporate students from other cultures to make sure they feel welcomed into our classrooms without overloading them with the new culture. These students want to be here and we should be embracing that and trying to learn how we can teach differently.

Places Where Students May Fail in my Syllabus

        I know it sounds strange, but I think one place where my students may slip up will be with the weekly quizzes that I will be doing every week. They will be taking these at the beginning of every class. While the quizzes may not be very difficult, I plan to make sure that every one of them is only easily answered if they are read by the students. If the students have not read then they are likely to struggle with these quizzes and I will know which students are really where we need them to be for the class. This also helps to create a set of papers that I can keep with me for participation points as well. This way, I will have proof of whether or not a student was in class and this can be input in to raider writer for the students to see when they are done.
       The second aspect that I hope to include within the quiz will be grammar sections that I think will be useful to hopefully teach students the common mistakes that we all make in our writing. I plan to pull these straight out of the work that the students are submitting to raider writer. That being said, I will not take it straight from a student's work, though, that would be embarrassing for the student and I don't want to do that to them. I will though, find a common grammar mistake among many of them and make my own sentence that contains the same error. Hopefully, the students will take the grammar questions to heart and it will improve their writing over the long run.
      The reason I think most kids won't be able to handle the weekly quizzes is because they won't be ready to read the required work for each class. Many of these students probably won't want to put the work in necessary to read every week for class. If I try everything I can, work towards successful andragogy and can get many of my students to want to learn every week, there may still be some students who won't care and will not read. These students will then likely fail my quizzes and that would cost them most of the participation points in my eyes. Now, many of the students I will be teaching are also young, likely freshman, and so they may not yet know how hard they will be expected to work in college. Hopefully, I will find a balance for these young students that will make them want to be engaged and learning in my classes.
     But, I will also be foolish if I believe that every student can come in to my classroom and find a reason to enjoy school and become engaged. For some of these students, I will never be able to get across to them but that doesn't mean I should stop trying. For these students, I will continue to work and hope that these quizzes can help encourage the students to do the readings, which are necessary to improve as a writer and are required to be able to do most, if not all, of the BAs and drafts.

Keywords

The works we have been reading have  been surrounded with words that understanding only helps to make the readings better. Without knowledge of these words, we will be at a disadvantage when looking at the work. Leah was kind enough to set up the keywords list on google docs and Dr. Rice has connected it to the blog. Some of my choices have a definition that I think needs to be expanded on but the others are lacking definition. Here are some words I would like some help with:

Freshman Textbooks-
There is a definition but it could use some serious work.

Marginalization

Paradigm Shift

Self/ Subject

Writing Center-
Are we saying Purdue has the best writing center? Or are we saying that Purdue has a good example of one? I think we can figure out a good example of what a writing center should be.

Writing on Triangulation

      Triangulation was not talked about much in our Friday class but it is vitally important, in my opinion, when it comes to writing and speaking our society. Triangulation is the idea of writing or dialogue between two people but when these two people talk between each other their experiences involving the world must also come in to context. For instance, when two people are discussing gun control laws, they are not only speaking to each other, but also the belief that they are correct.
      Within a class lesson there are a number of ways to teach this idea. The first, and most melodramatic, would be to show the students a clip from Judge Judy. Both the plaintiff and the defendant believe they are correct but society, and the crowd, will only agree with one of them. Students can watch the clip and make a decision based on who they believe to be correct. I would then discuss what makes them feel this way. This would bring in the idea that the world or society influences the way they believe what is and is not correct. We would then finish off the episode and discuss what could potentially be there for more discussion.
      The next step would be to look at the last major debate between Obama and Romney, or when I'm teaching class it would be whoever is currently debating for the 2016 debate. These presidential debates could be the quintessential example of rhetoric as dialogue. The two must be able to make their side appear correct while also disproving their opponent. We can then discuss some of the ideas that are presented and discuss which candidate is not only correct, but also which does a better job of presenting their point. In the moment, most viewers of the debate would not be likely to know whether or not what the politicians are saying is correct but that only plays deeper into the idea of rhetoric as dialogue. But, within the ideas present, the viewers, the students in this case, bring their own ideas to the debate that we could see the candidates trying to use for their own gain. We can discuss these ideas with the students and see if they agree or disagree.
        One final step to wrap up class would be to show Youtube clips of children's tv shows that, when viewed through the eyes of an adult, would come across as very dirty or inappropriate. Things like this Kids Say the Darnedest Things, https://www.youtube.com/watch?v=Ofbe158uk7k , are great forms of rhetoric. Skip to the 2:00 mark for when they begin to be reinterpreted by the adults in the audience. The kids often say things that are not supposed to be inappropriate but it is easy for adults to interpret what they are saying as inappropriate. Students can take all of this in to account to see how easily what they say can be reinterpreted by the world after they say it. The antics are timeless but the lesson is quite clear. Hopefully students will learn that there are other ways to view ideas presented but also that their own experiences affect the way they think about the world.

Contact Zones

The discussion of the idea of contact zones, "social spaces where cultures meet, clash, and grapple with each other" (Pratt's definition from 1992), to me is something that definitely needs to be worked in to every class that we teach. I like to believe that they can help to incorporate the ideas we are teaching to the real world which will hopefully encourage our students to get interested in what we are doing. I think if we can find some ways to bring these contact zones into the classroom, we will find our students more engaged in the work.
One of the contact zones I think we are not discussing would be the way you portray yourself in social media. Many people everyday post, repost, or respond to each other and wind up suffering consequences they could never imagine. In many ways, we forget that the internet is permanent and everything we do can affect us. Most freshman students would admit to using salary as a motivating factor in their decision for their majors. Showing them differing tweets or Facebook posts from random people across the internet and opening a discussion of whether or not you would hire someone who posts like this if you were in charge. Hopefully, this will make them more likely to be self aware when they begin posting things on social media.
Another one that should be discussed in class would be the political debates going on, though the Republican debates have been largely circus jokes on social media. But, these are supposed to be the best politicians in the country and the students should be able to understand what the politicians stand for and what they hope to accomplish.These students will be voting in their first presidential election next fall but the primaries are in March. I would be willing to bet that many of them know only a couple of the candidates and probably will vote for them purely from that knowledge. Showing clips or adding readings that show off the candidates stances at the beginning of class or as part of the class and discussing them for writing styles would go a long way toward helping them. Not only would they learn about candidates who they may not otherwise learn about, but hopefully these discussions will lead them to think about word choice and styles of writing that work.
One aspect of society that actually could be very interesting to discuss with students would be to look at popular CGI movies coming out from Disney, Pixar and Dreamworks.  While aimed at students, many of the newest movies actually tend to work in very deep discussions about family, love and embracing your who you are. The way they are introduced would actually get many of the students interested in the class and could lead to some great discussions about the way we write in film. While probably not as deep as social media or politics, it would provide a good change of pace to talk about a movie maybe once a month. I think students would certainly get behind talking about them every once in a while.

Comments on Bailey Cundiff's Paper on Google Docs

Before reading this paper, I knew of Google docs but I had no idea what Google Docs was. I wasn't sure what made it different from Word or a blog. I knew that it could be a place where multiple people could access the document for use.

I like the idea of real-time grading. I think this is definitely something all teachers can get in to. Even if we just create a recording software that has the microphone on as well as you can see the teachers mouse move and the words he/she is typing. This could go a long way towards helping the students that need to be helped. 

I do see a few flaws to this idea, particularly with the microphone. Some teachers and graders, myself most especially included, tend to watch TV or do other things while s/he grades. It might be very awkward for students to try to listen to their teacher when they can hear the things going on in the background. Another problem would be when we do get sidetracked by other things, we may see quite a bit of dead time on the recording where the teacher does something other than the work shown. This may, though, put the focus squarely on the teacher to get the grading done in a more efficient and timely manner.

I do like the idea of this being used in the peer review system as I think it will make things better for those who are struggling. It will also require the students to actually read the paper and answer the questions the student who wrote the paper may have. With them going over it verbally and visually I really do believe a student will have a better feel for what needs to be done making a paper better.

I disagree with the belief you raise that students with a quieter voice can be on an equal playing field with the louder, more vocal students. I think the students who tend to answer quicker will also be more likely to edit faster and notice things that are mistakes faster. According to what you have written google docs doesn't allow for multiple different editing ideas to be posted by students at the same time. This creates a quick draw scenario where it will force students to want to edit quickly when editing in a group instead of for the most effective revision possible.

Your section "Knowledge Formation in Collaboration" on page four brings up an interesting idea. I wonder if, in future versions, you may see computers translating quickly the writing being discussed. This would allow bilingual students to write comments in their own languages so they can comment quickly. The software would then translate it into the language of the paper in pseudo real-time allowing for the other students to understand what the comment says and react to it.

I definitely agree that the teacher has to guide students through this work to make it a more useful tool. Just like with any tool in the teacher tool belt, showing your students how to use the system and telling them why they should invest in using the system are crucial to a class's effectiveness in teaching its students.

Overall, thank you so much for doing this paper as I had no real knowledge of this subject. I think this software will be a very useful tool for students in the future and every teacher should be aware of it. I will definitely try to find a way to use this in many of the classes I plan to teach. Sorry if it seems I'm playing devil's advocate but I think pointing out the negatives is something that should be known so that we can continue to make the service better.

What is andragogy, and how might that approach help teaching in FYC?

Most adults that do come back to college seem to me to be the most passionate students about their newest attempt at college. Those that are given this second chance often have all of the readings done, are very engaged in class and often have questions they are ready to ask and discuss with the class. That being said, I think these are the traditional idea of adults but 99% of the students that we will teach in college are actually adults, even if we may not think of them as such.
These students don't always understand that they are adults because our society does often view them as such until they complete college. But, in the eyes of the law, they are considered adults. Coming to college is often their first opportunity to live alone and away from their parents which gives them more freedom than ever to decide upon what is important for them to do.
A quick search for andragogy online brought me to a website dealing with instructional methods for teaching adults and I think they will be very helpful though I will take my own stance on each. The website is http://www.instructionaldesign.org/theories/andragogy.html .
The first step is to make sure they feel like they are included in the design of the class. The way I would incorporate this would be to allow my students to pick between doing a quiz every week for grading or posting a blog post on the reading over blackboard or something along those lines. You could also incorporate this in to class every day, allowing the students to choose between group work and working together or in just partners.
Adults also like to learn from what they've done wrong. The easiest way to work on this is to pick out work and issues that I've noticed that I can show to the class. Students will notice when the mistakes shown are the same ones that they have made in their own work. This is a great place to start any lecture as it will get them interested in the day's work.
Arguably the hardest part of andragogy is how to show our students that this is relevant. I think the only real way to show them would be either show them papers in their fields or just prove to them that writing correct through mass media will show them that appearances anywhere and everywhere are important. If they can understand how they are judged based on their writing, I think we will see them be more interested in learning how to write properly in these freshman classes.
Adults also want to look at the world and see how what we are doing can affect the world around us. I think offering them readings and studying the writing in class of major political figures of today talking about these subjects. These can be good examples of ways to write with authority and purpose. I have noticed that many of our students struggle with writing that makes them appear unsure if they are right or not. What should be more important for them is the understanding that trusting you are right will help you to write more efficiently.

Philosophy of Teaching

I think this will almost certainly change over the next few years as I have yet to begin teaching and have a feeling that will change my way of thinking. But I am a Film and Media Studies specialist and I want that to be incorporated in the way I teach. Through great advancement thanks to large amounts of research, we have learned that not all students learn the same and so they must be taught differently as well. But, this does not mean that we should separate students based on their learning habits, instead I would like to use this knowledge to my advantage and attempt to incorporate this in to my teaching. Inventions like the radio and video have increased the number of ways students can learn the same material and gives more students the chance to succeed than ever before.
With the sudden advancements in technology that we currently have, I hope to further incorporate those technologies into the classes I teach in an attempt to provide knowledge to as many students as possible in as many ways as possible.
The three main ways that we learn are auditory, visual and kinesthetic. I hope to incorporate these ideas into all of my classes. The first two, auditory and visual, are easy to incorporate thanks in large part to the internet, readily accessible by the public only in the last 30 years. This will allow me to easily add audio podcasts of just about anything and sites like Youtube will allow me to show video clips to help incorporate the visual learners in the class. The final model, kinesthetic, will be the hardest to help but some kind of handout will likely help the students that fit this model the best. Another good idea for the kinesthetic students would be to try to add some form of group work every class period. It may not always be easy to incorporate them all every class but trying to find an even amount of time for all three will hopefully help the students to be engaged and learning something new every class period.
As mentioned previously, I do not have any true teaching experience but that does not mean that I haven't had some practice teaching people in the past. I have always enjoyed helping to work with some of the students in my classes who were struggling with the work we were learning.
I also attended and staffed twice a leadership training course for Boy Scouts. In it, the big emphasis is not only how to lead others but also how to teach people to learn new things. We constantly worked on strategies for how to effectively teach other scouts the skills they would need.
In the last year when I took a break between undergrad and grad school, I worked as a server and spent over half my time as a server trainer. Many of you who have met me know that I can talk, a lot, and I attacked that by explaining things to the new employees and took a very hands-approach. These previous experiences do remind me a lot of what we do in teaching so I'm hoping to be able to carry on those experiences in to my work in the classroom. The leadership training will help with teaching in front of the class and the server training should help with teaching students one on one in office hours.

Based on your teaching philosophy (which may change over time) what are types of assignments which you would included in a first year syllabus

             One of the big problems I think that the students in the first year writing program here at Tech have/ will have (either in their current assignments or in their drafts later) is the ability to accurately identify the audience and purpose of the article they read. So, I think my assignments would be trying to help students to learn how to easily recognize it. As a film and media studies specialization, much of this would be through the use of film and the internet.
                In my first class, I would do a class workshop on it where I would show different types of mediums and we would work through it to get to the audience and purpose. The first would be a simple one where we would look at a tweet on twitter of someone famous. This would be a simple reading example that should be rather simple for most of the students. The second example would be a clip from Youtube of a speech from a movie or TV show. This would be a bit more in depth as you have to focus on the surroundings of the speaker as well as what he/she is saying. The speech that comes to mind for me from a TV series (and admittedly I am not sure which one) is one where three political candidates are being asked what makes America so great and the first two say the generic, "Freedom!" response while the third calls them out that and says that America really isn't that great when you look at the numbers and statistics. This would be an excellent piece for them to analyze while also introducing them to some higher level thinking. My third would be an audio podcast, something short and likely from a sports website. These would require the most focus (at least for me because auditory learning is my worst learning mode) and attention in order for the students to accurately gauge audience and purpose. Doing these three different styles, audio, visual and written, would also be useful as it gives me a chance to work toward covering all different styles of learning in the classroom.
                 I think a couple weeks later, say between BA 3 and 4 I would give the kids an assignment where I would send tweet, video and audio podcast links to my students that they would need to do outside of class and would then have them emailed to me a day or two ahead of time. I would then randomly pick from among them from which we would look at in class the next week. With having two classes, I would switch the classes responses so the kids would be reading the other classes. This anonymity would then allow them to critique the work without them having to worry too much about the grade and being embarrassed in the class if their works is particularly below the others. But, I think that this will also help them to see from our perspective and that may help them learn something they may not have otherwise.

What is the most difficult thing to teach in the teaching of writing and how do you go about teaching that?

       To me, it seems like one of the biggest problems students are facing is a lack of confidence. Many students feel that they are under prepared for college and writing in college. They are terrified of writing so they often just write what they think and submit it. For many, the idea of editing simply does not exist. Their high schools do not often make them go back and look at their work. Many have said that the classes just have them submit the paper and then they are told their grades. They get away with writing it once, get a good grade and then move on to the next assignment. There is never any reworking of their assignments and that makes their work more inferior. this lack of practice also leads to a lack in confidence, especially when they begin to see their grades in English 1301 and other papers from other classes. There are a number of students who have already tentatively expressed less confidence in their writing despite having written over a dozen papers in high school. Maybe its fear or maybe its humility, either way, I think this lack of confidence is something we should work on.
           In a way, I'm not sure there is necessarily a way to combat this other than teaching and practice. Confidence is a mental state so there most likely is not one singular lesson plans that can in fact teach confidence. Practice is the only thing that really comes to mind that would be able to help. The more they work on their papers and assignments throughout college the easier they will become and the more likely they will be to enjoy what they are doing. The easier and the more they enjoy their assignments, the more confidence they will have in their writing. Hopefully, this will come with the work they do in our 1301 classes. We, as graders and teachers of the classes, attempt to work with the students to build that confidence through our comments. I think the problem we run in to is that without having them look back over this work throughout the semester, most of their issues and insecurities will not be addressed on their own time. Few students that are not English majors will be willing to put in the effort to actually learn how to solve their writing problems in this class.
              That being said, I also believe that we should be able to successfully instill that confidence into students. If we can do this with our students they will learn how to be more successful and believe in themselves. I think once they work hard on that one assignment and get the grade they want, they will begin to have the confidence to work harder. Our comments while grading and teaching students should be continuously supportive and rewarding and not degrading or mocking. Many of the mistakes these students are making have never been fixed before so they have no idea they are making the mistakes if we are not there to help them along. We are a shepherd of good grammar and they are our flock, we must lead them to the Promised Land. Onward ho, good scholars!

What is rhetoric? What is the history and theory of rhetoric? What do you want to do with the content of this course?

Rhetoric, to me, is the way culturally that humanity discusses their ideas, thoughts and answers to problems throughout history. When you look at the way humans discuss things in the most academic ways possible we see it go through large sweeping changes whenever we see new cultures come into the forefront of what we study as rhetoric.

In the beginning there are the Greeks, particularly Aristotle, where we see a focus on invention, arrangement, style, memory and delivery. For the Greeks, it was not only important to come up with an idea but being able to remember and recite it to anyone who will listen. Oration was important but not nearly as important as the rhetoricians in the eighteenth century. In this period, we see just about every form of the Greek model disappear except delivery. For those oratorios whether or not you were speaking about something sound did not matter, the important thing was that you were a good speaker and they way you spoken sounded incredible. We do not see much change in the model until the early twentieth century with the creation of the National Council of Teachers of English in 1911. The focus on ways to encourage and establish composition work helps to pave the way to the changes seen in rhetoric study later in the century.  With the 1960s and the increase of more people in society being able to and going to college a drastic shift in the way rhetoric is taught and studied. We see a greater shift on social rhetoric with discussions on both gender and race. This increases the discussion of what counts as rhetoric and how much should we mold things to what we already consider rhetoric or if rhetoric should change to match what is now considered the proper spoken language of today. As we move into the next century we must also look at the use of rhetoric in social aspects over the internet and the way we see it implemented in everything from social media, to media outlets, to online-only scholarly journals.

I hope that with everything I learn I will have a more detailed understanding of what is expected of me as a future professor/teacher. Knowing exactly how to produce the work outside of class will be extremely beneficial to my ability to effectively teach class that will be informative, engaging and educational. The different class work will also help me figure out a good base for starting out with my teaching, everything from creating a syllabus and class schedule to working with students of different ages, races and ethnicity. The art of teaching is not as simple as people think and we are still continuing to work on teaching how to effectively work on students so that they will learn what is needed of them. Classes like these will help me to efficiently practice for my future works without hindering my studies. I think that curriculum project in particular will be useful as it will likely become the backbone for my fist independent class away from a first year curriculum based learning model.