tag:blogger.com,1999:blog-4470800272309893246.post5174743786940809728..comments2023-08-23T08:13:02.884-05:00Comments on CCCC: Listening: Its Application for Civil Civic DiscourseNCTEhttp://www.blogger.com/profile/12254024796847309329noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4470800272309893246.post-2675246879744893752011-09-30T17:29:39.786-05:002011-09-30T17:29:39.786-05:00As I contemplate how to answer the call to write a...As I contemplate how to answer the call to write a "position statement on diversity for CCCC" I look to Krista Ratcliffe's stated purpose for the case studies she proposes and am inspired. Thank you.<br /><br />"to broaden readers/listeners knowledge of the world, to broaden rhetorical theorists ideas of effective tactics related to rhetorical listening across differences, to demonstrate the importance of analyzing rhetorical tactics, such as rhetorical listening, within particular historical/cultural sites, etc" (Ratcliffe).Zan Goncalvesnoreply@blogger.comtag:blogger.com,1999:blog-4470800272309893246.post-8661820281513959672011-03-04T10:41:03.928-06:002011-03-04T10:41:03.928-06:00Thank you for this exceptional, and timely, post. ...Thank you for this exceptional, and timely, post. Critical listening: the too oft forgotten mode of literacy.<br /><br />I'm still thinking about a UW--Madison student I met with yesterday whose paper was uncharacteristically unintelligible. As we discussed it more, I discovered the trouble: he supports, at least in part, Governor Walker's plan and, because he is writing in a hostile environment for such a position, he censored and hedged himself to the point that he could no longer articulate his position. <br /><br />I encouraged him to be bold and reminded him that he, too, has a right to his voice--and, especially in the context of our classroom--the right to learn how to think through complex and contentious ideas, work toward conviction, and express that conviction. But I also applauded him for knowing his audience, the ways in which his essay and position is situated, and for trying to make that awareness present in his draft. After our discussion, I am even more firm in my position that the writing/rhetoric classroom must be a safe place for students to work through potentially controversial ideas--especially those of a civic or political nature . . . and I, as the instructor, am obliged to secure such an environment<br /><br />As I read Ratcliffe, here, after yesterday's student conference, I am reminded that in a civic exchange, whether in or out of the classroom, sometimes we are the claimant, and sometimes the interlocutor. It takes incredible patience to frame and (re)frame ideas, but incredible discipline and awareness to remember that sometimes we are the ones for whom ideas must be reframed.Anonymousnoreply@blogger.com