|
|
|
|
|
There
is neither a proportional relationship, nor an inverse one, between
a writer's estimation of a work in progress and its actual quality.
-Annie Dillard
|
 |
Writing Program
Faculty
As a lawyer and a teacher of
writing, I am particularly interested in questions of audience. Students
coming to college have usually assumed, and rightly so, that they are
writing papers only for an audience of one--their teacher. When students
come to my class, I try to help them balance questions about finding something
significant to write about, with issues about audience. Who will read
their writing? Whom would they like to target, and to reach, through their
writing? What assumptions do various college professors assigning papers
want their students to make about the audience's prior knowledge of the
subject?
My job is to prepare my students to write academic papers and to succeed
as writers, both in college and in the world after college. This necessarily
means that I must first help them read difficult information critically--in
my courses, this means Supreme Court opinions, or films about sophisticated
legal issues. Then, I must assist them in finding something interesting
and engaging to write about, using those texts we probed as springboards
to their own writing. I must support them as they grapple with the subject
matter and construct a messy, often exploratory first draft of a paper,
and then help them decide what they should save, and what they should
scrap--or save for another day.
Finally, I must work with them as they revise, once again paying close
attention to the audiences they are writing for. I advise students about
editing, careful acknowledgement of sources,and finally, proofreading.
My goal--always-- is to produce conscientious, thoughtful, articulate
writers who realize that writing well is a lifelong endeavor for all of
us.
For
more information about my courses, research and scholarship, see
my personal website
Back
to main faculty page
|