Who is closest to what I think is my pedagogy?

Although I very much admire and agree with Andrea Lunsford on her call for collaboration , and the importance of argument, I feel that I am closer to Graff and Bizzell in my pedagogy, in what we have learned about them so far. I would like to compare Bizzell with Graff soon, but for the sake of time and what I don't know, I will focus on Bizzell in this comment.

I teach L2 students, most of whom can speak English as well as peers but fall behind in reading and writing and as Bizzell points out - thinking. I am aware of the description of disenfranchised students who are multicultural and have a different community than many at school. I do not have trouble identifying what she describes, but I am always looking for better ways to teach them, to meet their unique needs and background so they can reach their potential and have access to the dominant culture - as needed. Therefore I am very interested in what Bizzell has to say as far as solutions!

Shaynee's handout was very helpful on one side and explained well what Bizzell believes and her theory of composition as well as pedagogy. She gave clear examples of where Bizzell fits in the composition theory dialogue and also the context of what she deems most important in teaching. Shaynee's points made under additive and holistic, parallels the description of Bizzell in Compbiblio thus making her methods and goals with student even more comprehensible.

However, I had not seen before the diagram on the other side of handout explaining Inner and outer directed model of language and thought development. It is slightly abstract and therefore I would need to read more and find more examples of these theories before I can fully process this information.

Bizzell believes in teaching grammar as well as values. She insists on giving her students models of good writing to help them put ideas into words, while valuing cultures and beliefs , which ultimately will be part of their writing. Teachers who recognize the importance of students communities and cultures will have students who can become more engaged in meaningful composition.

Besides writing or academic discourse, Bizzell has other goals for her students. She wants her students to develop "critical consciousness, a critical awareness of their own intellectual processes." This is important for students to become learners in the broad sense. She states that academic discourse is not "the best or only path "to this goal. She "examines the practice of teaching academic discourse as a construct" but also to see truth.

It is clear that she is as she sees herself, " a teacher-scholar." She seeks to promote social justice not only by writing but also by educating the disenfranchised.