What is the best research paper writing service
The average student age is twenty-seven, and there is a variable number of both traditional and nontraditional students. In any given class, an instructor might have students ranging in age from eighteen to thirty. Many of these students have not been introduced to diverse groups of people or contexts, so when they take their first composition class, some of them are asked to grapple with sociopolitical issues such as race, gender, class, and sexuality for the first time. They also have few tools with which to negotiate new information. While the uni- versity is still dedicated to the urban mission, the mandate is to gain prominence as a research institution.
Much of the work that had been done in terms of remediation is being redirected to neigh- boring schools (junior colleges), where students are able to make a seamless transition to the university — at least in theory. How this shift toward research will affect the focus and pedagogical goals of instructors is yet to be seen. We might, however, hypoth- esize that the composition of the student body, in terms of class and perhaps race, will be affected to some degree. I anticipate that this shift will crystallize the homogeneity of the current stu- dent body. Annette Harris Powell University of Louisville - 158 - Conflicting Voices in the Classroom How the university and thus how the classroom is constructed ultimately influences the dialogue that takes place in our class- rooms. Student response to the instructor is also significant. As a woman of color teaching at a state university with a generally homogenous student body, I often face students who have had few or no teachers of color and who at times offer strong resistance to the issues I attempt to raise. I remember wondering, naively, what my students see first when they walk into my class: my gender or my color.
The answer has become obvious to me in light of some of the reactions my students have had to my pedagogy. Many of my students are conservative, their attitudes at times representing years of intolerance.
My students of color, along with my white students, also have very definite perceptions of who I am. This creates a degree of tension, as they expect me to fulfill their vision of the monolithic black person.
These students in - 159 - SUPPORTING PRACTICES particular want me to be like them, but just as their own ethnic, social class, and regional backgrounds shape their readings of me and of the texts, so too do these factors influence my perfor- mance. In addition, many of my white students resent being con- fronted (often for the first time) by a person of color with a degree of authority. As a northea sterner, my diction apparently signals a particular kind of background — one they associate with terms such as elitist, liberal, and authoritarian (which is problematic because of my gender and race). When students try to infer from my accent who I am and how I will interact with them, many become alienated. Thus, how students construct me greatly influences their feelings about the class and, in turn, my classroom practice. Interrogating Practice In addition to responding to how my students construct me, and because I am concerned with critical literacy, access, and race, I make these issues a central part of my pedagogical focus. The local envi- ronment in which I attempt to construct my pedagogy, then, is one that supports term papers writing service helping students to negotiate academic and public discourses so that they can critique and resist both and understand different rhetorical contexts. As a result, I face the question of how, without overwhelming students, to develop criti- cal readers, thinkers, and writers coming to voice as they negoti- ate new and often unfamiliar discourse communities.
Given my institutional context, I have had to revise my ap- proach and, to some extent, my philosophy of teaching.
Whereas this makes some students more accountable for what they write, others see it as an opportunity to vent. To combat this problem, I have stu- dents share their response papers in groups, critique the points raised by their peers, and respond to one another in a whole class discussion. Students what is the best research paper writing service are free to highlight those issues they find compelling, interesting, and important. Of course, they must also delineate the arguments being made. A more formal activity that has also worked well is the rhe- torical analysis of a film. This activity is situated within a theme that focuses on literacy and texts by encouraging students to criti- cally read texts of the world and then examine their positions in relation to these texts. Film analysis also provides an opportu- nity for students to critique elements of popular what is the best research paper writing service culture. Students seldom analyze film in a way that encourages them to empathize or identify with the characters and their experiences or to grapple with the issues presented. I stress to my students that their indi- vidual readings constitute the films they view, that their interpre- tive critiques of the films give the films meaning — the director O ERIC - 162 - 190 Conflicting Voices in the Classroom has merely provided a framework within which interpretation takes place. When I introduce the film activity, my students are generally interested because they get to watch movies, texts they consider accessible.