“You Were Meant to Be”: Rethinking Metacognitive Writing, Part 1 of 2

What we sometimes call “reflective writing” is still a mainstay in many college writing classrooms.  The idea is that students think critically about the choices and strategies that they deploy in their writing.  Because “writing skills” are hardly transferable from one place to another, many have come to realize that it is awareness of what you do, how, and why that transfers; that we write and learn in communities of practice, not vacuums and dummy assignments of things that might happen later; that static skills mean nothing outside of their context, actual use, and rhetorical purpose.  I believe in these ideas wholeheartedly but struggle to get my first-year college students to write about such awareness in interesting and critical ways.  This is, most wholly, my own fault.  I wait until the end of the semester rather than filter these kinds of conversations about writing throughout the semester. I do not model critical reflection enough.  My prompts are often stale.  Most importantly, I still have not hit the right chord of wanting students to critically reflect on their writing processes at the same time that they politically deconstruct schooling’s white codes of conduct and (re)claim and (re)situate their own cultural self-actualizations.  Yes, writing happens in the context of communities of practice but what gets left out of these conversations in writing/literacies studies is that those communities most often practice racism, oppression, and all of the attending hegemonic norms. That is the kind of awareness I am interested in for my students.

This semester, I decided that I would be more deliberate and conscious about reflective writing in my classes, a requirement in my program. I focused on three things: 1) filtering stop-and-reflect moments at key points in the semester, not just at the end; 2) asking students to situate their strategies, content, and decisions in the context of the sociopolitical moment in which they were living which at the time included the uprisings in Baltimore, and; 3) opening up students’ entire first year of college writing to scrutiny rather than just my class’s assignments.  Students’ responses to the final writing prompt of the semester was most interesting (I will write about that in an upcoming Part II of this post).

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¡Adelante! Digital Storytelling is…

Screen Shot 2015-05-15 at 8.27.07 PMI began experimenting with digital storytelling (DS) in my classrooms last spring and continued with it this spring.  For my purposes in my own classrooms, DS is a short video (4-6 minutes) that showcases a powerful story in your life (I used Cynthia Davidson’s assignment as my initial model). I am not as interested in students’ final products as I am in their processes though.  They upload their final videos to their ePortfolios but they have many webpages along with the video (about the music, the story, their images, their process, etc).   Here are some of the questions that I also ask my students to reflect on:

  1. When we combine ALL of these elements— sound, images, video, and words— what does this achieve for rhetors?  For digital rhetorics?  
  2. What makes your work part of 21st century storytelling?
  3. Your first year of college has coincided with some of most charged political events of the 21st century (bookended by the kidnapping/murder of 43 students in Iguala, Mexico to mass uprisings in Baltimore).  Local media— largely through social media/digital outlets— insist that national news coverage got it all wrong and inserted its own voice.  In many ways, you have all entered that same kind of social justice advocacy with your own digital projects. Think back on this digital project.  Does it too make an intervention?  How and why (or why not)?

For my ¡Adelante! students (a Leadership program for Latino students who I follow for two semesters in my first year writing courses), however, I asked an additional question… a rather simple one, but one that I thought most critical:

What is ¡Adelante! Digital Storytelling (ADS)?

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