Is Joseph R. Teller Teaching Composition All Wrong?

radical eyes for equity

While provocative in ways I suspect he never intended, Joseph R. Teller’s Are We Teaching Composition All Wrong? proves to be an essay that should, ironically, be significantly revised after conferencing with someone well versed in teaching composition.

Broadly, Teller’s essay makes a common first-year composition mistake by significantly misrepresenting “teaching composition” and then proceeding to attack the misrepresentations. However, late in the piece, Teller wanders into some important conclusions that actually are warranted composition practices—despite his suggesting these are somehow alternatives to endorsed practice.

Teller opens by claiming that “compositionists have been enamored of a pedagogical orthodoxy” he briefly details in three bullet points.

In my first-year seminar, here would be the first area for conferencing and revision: how does the writer justify the condescending “enamored” (it appears Teller has a literaturist’s low opinion of the compositionist lurking underneath the real reason for this essay; maybe a bit of professional distress…

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