Writing Studies can lose its functioning credibility without proper advocacy from those faculty, students involved in the writing studies curriculum. With misunderstood expectations attached to the first year composition writing from outside administration assumptions can lead to a theme of what a writing student should be able to produce, accomplish effecting what should be the necessary focus, template for successful learning even ideas of removing parts of curriculum that should remain. Misconceptions of academic completion within the first year of a writing students’ studies can influence fallacy of false expectations that such complex composition writing skills can be taught and learned in the allotted time a course offers. Faculty, administration, and students seem to have their own reality of how this is supposed to happen and continue to evolve around notions with personal access to writing studies curriculum. Awareness is needed by all involved and new avenues of thinking, planning before certain requirements is placed inside these writing studies environments affecting what is produced and comprehended by students that bring with them various levels of prior knowledge and prepared ambitions of what they will get out of each course that they can use effectively in their writing abilities.
When a writing student is first introduced to its complex compositional teachings, it should not be expected that they will learn everything in their first year. One needs to prepare them for further discourse or obtain a certain level of understanding while moving forward. Challenges will arise as students are still fresh to learn what is required of them as writing students since they are being exposed to different ideas, knowledge, and course assignments that have their own requirements of comprehension. Realistic proven course work need to be put in place by the institutions so the professors curriculum can be attached and shaped around the focus of students’ complex needs. It will become necessary to develop the same comprehension in the allotted amount of time of a course semester where feedback, mentoring, and development is needed. They will need further exposure to academic composition that provide writing experiences within them assisting development applying discourse and achieving status of progression recognized by the instructors teaching.
Appropriately challenging the academic writing structure expectations should consider building upon writing students’ current skills, knowledge to be able to build a sense of relationship with administration becoming the extension of the classroom and voice that illustrates what is needed in FYC writing studies. Inclusiveness to learning and development with an environment to refine what is needed by the students to limit misconceptions of what type of knowledge should be obtained from courses. Active participation in a classroom writing studies environment as a teacher or student is needed to understand what content is needed to succeed. Finding the best solution of how to create stable consistent programs of writing studies without removing what is working to the benefit of writing students aside from declaring goals. Agreeing with these solutions will take time, effort and a contrast of flexible experimentation with course materials allowing critical declarative feedback of necessary criteria by those involved in the classroom environment managing as well as advocating student writing studies adjustments needed to be made along the way.
Leave a Reply