I teach a variety of writing classes at UC Berkeley–-two that fulfill the University’s Reading and Composition Requirement, an intermediate and an advanced writing class. The intermediate class–-CW 105: Finding Your Voice with Others–-is one in which students read current articles–-academic and journalism–-as well as a little theory–-Marshall McLuhan, Walter Ong, David Post, Lawrence Lessig, Sherry Turkle, Anne Wysocki, etc.-–about new media and technology. Multimodal forms of expression are required, and students write reflective journals with each project submitted, thinking about how the use of technology affects the language we use. And they also think about design related issues: color, shape, image, platform.
One purpose of the course is to help students who have fulfilled the R&C Requirement continue to develop academic reading and writing strategies as they learn to hear, appreciate and deploy their own voices. Voice is a slippery concept. Most writing books and manuals take a kind of Grammar Girl approach, which is fine. It’s useful as a starting place. But students enrolled in 105 have read something like this already. Probably more than once.
While 105 is not a creative writing class (what kind of writing is not, in some sense, creative? question for another day), I do try to approach the concept of voice in a way that is about something more than style (while it is also, of course, related to style–-see the concept begin to slip and slide?!). I use material that you might more often find in a creative writing course to get the discussion rolling. For example, I might use some passages from Finding Your Writer’s Voice, by Thaisa Frank and Dorothy Wall (a book I love): “Your voice is actually a very ordinary thing. It is just who you are, projected artistically. It is often linked to your speaking voice, and your breath, and the rhythms and sense of pace that you draw on when you are too absorbed in what you are saying to listen to yourself from a distance. It is also linked to your body, the language or dialect you spoke in childhood, and whatever naturally interests you. Your voice is how you write when you don’t have time to be elegant” (5). And later from the same chapter: “A search for voice must always involve a willingness to experience what you already know in a new light” (7).
And in 105 that new light often shines from new media. Students are using tools they have, for the most part, never used. They are writing in public. They are taking risks. And so when a student says to me, can I try, can I use, can have an extension, can I use I (yes, dear god, please use I–-use it wisely, don’t over use it, but do not let writing at the University rob you of I). I say yes. We might have a brief discussion (depending on the question), but usually I say yes, try it; yes, you can turn it in late; yes yes yes.
I’m not an easy teacher, but I try to be a generous one.
How is yes rewarded? (okay, I’ll confess, sometimes it’s not; sometimes I should have probably said no: live and learn)
One of the tools students use is Prezi. Here is the product of Ylan Ha’s great imagination, a lot of “can I” and a lot of “yes.” The Iron Dove #1
Jane Hammons (College Writing Programs)
This blog entry is reposted with permission from http://landscapesoftheimagination.com/2012/11/30/saying-yes-when-students-ask-can-i/