Approaches, Tricks.

In our group discussion meetings, Winnona constantly states, “Teachers have to have something in their bag of tricks.” What Williams writes of, in his section on Contemporary Rhetoric and approaches to teaching writing, all could have a place in that metaphorical bag. Although Williams writes with a heavy bias, and is all too willing to discredit some of the theories within, I feel that each rhetorical stance has some element applicable to the classroom.

None of these methods has to be used exclusively. There is something to be said for an eclectic approach. We do not all think the same way, read the same way, or write the same way. For example, although the research provided by Williams states that the Current-traditional rhetoric is ineffective among students, it should not be tossed aside wholly. If one student does take something from the bottom-up approach, then it should rightfully remain in that bag. Methodologies can be edited, and suited to fit the means of the instructor.

Similarly, no teacher should rely on uniform assessment. As in the case of Romantic rhetoric, the whole of a classroom should not revolve around personal narrative, but that is not to say that it does not have its place. Variety is what accounts for critical thinking and increased learning. Personal reflections are extremely valuable, and can be used to great effect in the classroom. Romantic rhetoric should not be made into a leper by Williams. Instead, it should be accepted in moderation, as a strategy and not a year-round plan.

Although the research showcased by Williams demonstrates the superiority of certain approaches, I have found that a truly effectual teacher is one that allows for variety in method and practice (given it follows standards). The bag of tricks would not be so if it contained only one sorry tried and true routine. In order to benefit all students, that bag should be overflowing.