I especially enjoyed the journal entries (allusive puns and all) and think they raise some very interesting questions, including the following:
“What experiences if any will my students and I share? Do we have to share experiences I order to work together successfully?” (219)
When students ask me to justify my grading “who will I turn to? Bartholomae’s work? Mike Rose’s books? How should I answer such a question?” (220).
“When should I speak, and when should I remain silent?” (222).
Even more interesting questions are posed within the material in the appendix, and the activities seem to provide a great starting place for reflecting on one’s own teaching practices (even though some of it applied only vaguely to my experience as a high school teacher). The fact that the majority of the questions are left unanswered is somehow refreshing as well (I certainly can’t imagine Bartholomae or Lu exercising such restraint), and I think this is a case where asking the right questions proved more effective than attempting to provide the right answers.
Royster, Jacqueline Jones and Rebecca Greenberg Taylor. “Constructing Teacher Identity in the Basic Writing Classroom.” Landmark Essays on Basic Writing. Mahwah: Erlbaum, 2001.