{"id":6136,"date":"2004-07-25T21:46:11","date_gmt":"2004-07-25T21:46:11","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/07\/25\/corder-1976-wha\/"},"modified":"2004-07-25T21:46:11","modified_gmt":"2004-07-25T21:46:11","slug":"corder-1976-wha","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/07\/25\/corder-1976-wha\/","title":{"rendered":"Corder, 1976, “What I Learned at School”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

 Corder,
\nJim. "What I Learned at School.” On Writing Research: The Braddock Essays, 1975-1998<\/i>.
\nEd. Lisa Ede. New York: Bedford St. Martin’s, 1999. 43-50. <\/p>\n

Big Idea
\n<\/b>Jim Corder’s essay playfully reconsiders his overeager commitment to write
\nnine essays in one semester–projects written from the same nine calls issued to
\nhis students.  Corder lays out a few important lessons, and goes on to
\nexplain the antithetical teetering between the openness of invention and the
\nclosed-ness of structure. He acknowledges that much of what he wrote during the
\nsemester-long experiment stemmed from ideas he’d been thinking about for some
\ntime.  To that end, Corder concludes that "a semester affords precious
\nlittle time for genuine invention, exploration and discovery" (44), and
\nstudents often labor against inadequate inventive time.  Corder’s lessons, however mundane and ordinary, are important, common-sense
\nreminders about rethinking what we teach and frequently returning to questions
\nabout what we do<\/i> and why. The
\nsecond half of "What I Learned" is a reprint of "Half Thoughts on a Whole
\nSemester," the ninth and final essay composed by Corder in fulfillment of his
\npromise to his students.  It’s a self-reflective critique of his
\nteaching, of his pedagogical emphases (invention and structure), and the
\nassorted tenets about composition drawn from the experiment (to write one’s own
\nassignments with students).  <\/p>\n

Wondering About
\n<\/b>I’ve never tried the Corder experiment (if I might rightly assign the name
\nof the experiment to him), but I think remember hear such practices mocked as
\npreposterous.  How wildly adventurous and glutton for punishment would a
\nteacher be to do all of the assignments with students?  This essay is
\nforthright and fun; it’s a glimpse inside Corder’s self-consciousness about the
\nproblem of realizing a gap between writing as we stage it for our students and
\nwriting as we engage with it ourselves (habits and purposes rifts, I guess). It’s not exactly clear what Corder would
\ndo differently as a result of the experiment.  It’s illuminating stuff (albeit
\nstriped with functionalism), but I came away from the essay with more questions
\nthan answers about what this means for designing a writing course.  <\/p>\n

I can think of a few occasions when, like Corder, I was tempted to backpedal
\nor scrap plans–the souring of a pre-semester planning buzz.  The flops
\nwere never disastrous; I learned, corrected, made changes for subsequent
\nsemesters.  Teaching is endless experimentation, after all.  Even when
\nit’s perfect, student dynamics assuredly flip, redouble.  Corder is modest about his
\ncommitment, too; he downplays the significance of following through on his word,
\nof keeping his end of the agreement rather than changing course, explaining
\nhimself out of it, leaving students with their work. He certainly could have
\nsaid, "I take it back."  Some
\noccasions should allow for flexibility, but I admire that Corder actually wrote
\nthe essays and acknowledged the cumbersome, inherent challenges in so doing.<\/p>\n

Corder mentions his work with the TUTO rhythmic method.  Any idea what
\nthis is?  I Googled around for the method, but didn’t come up with
\nanything.  Has anybody heard of this?  My hunch is that it involves
\ninvention, pre-writing and generative heuristics, but that’s a long shot. 
\nI can’t find anything on the TUTO acronym, period (TUTOrial?).<\/p>\n

We won’t win Braddocks for it, but I like the idea of formally writing
\nthrough our lessons learned following a term of teaching.  I suppose many comp
\nprograms encourage this sort of self-reflection for their TAs and other folks
\nwho take seriously improvement in their teaching.  But lots of part-timers
\n(and perhaps too many long-term full-timers) stop working through their teaching
\nquestions.  Could be a matter of not recognizing the rough spots, not
\nhaving the time\/energy to devote to self-reflection, or resigning to the
\ninevitability of grand performances sometimes sailing and other times sinking
\nbecause of variability. And so I’ll sneak in a plug for blogs as teaching registers.
\nConstantly thinking about how much information to reveal here keeps its
\nexigency, but post-term reflections about assignments, pace, successes and
\nwould-do-differentlies are blogable, I think, and, as such, reflective blogs can
\nbe done responsibly and in ways that build toward an improved teaching manner. 
\nOf course, private teaching notes can serve this purpose, too (and probably ought to if a blog isn’t part of the mix).<\/p>\n

Here are a few more pieces from Corder.  His short essay is worth a read,
\nespecially if you’ve ever entertained the idea of doing assignments with
\nstudents or if you’re interested in the pull between invention and structure. <\/p>\n

His lessons: <\/p>\n

1. I learned that writing out one’s own assignments is a marvelous corrective
\nto any tendency one might have for using merely habitual assignments or for
\nwitlessly making thoughtless or stupid assignments.<\/p>\n

2. With some of the arguments and assumptions that undergird freshman
\ncomposition I am familiar.  I know that "the ability to write a literate
\nessay is the hallmark of the educated person." I know that "a competent student
\nout to be able to produce a decent piece of writing on call."<\/p>\n

3. I learned that I often did precisely what I urged my students not to do: I
\nhurried; I waited until the last moment, because that was the only moment there
\nwas; I accepted available subjects that came easily to mind; I wrote some "nice"
\nessays and some "acceptable" essays; once or twice I turned in rough drafts as
\nif they were finished papers.  Perhaps I should add that I did usually get
\nsemicolons in the right place.<\/p>\n

4. I need to say more about items 2 and 3 in order to tell what I really
\nlearned, to tell why writing nine essays is a task very nearly not doable. 
\nPerhaps what I really learned is that I have not learned enough.  Or
\nperhaps what I really learned is that part of what I know about writing (though
\nright enough in its way) is not germane or immediate or companionable when one
\nis doing<\/i> the writing.<\/p><\/blockquote>\n

One more quotation<\/b><\/p>\n

"I was sitting there looking at the assignment when another dark thought
\ncame: ‘I know<\/i> how to write this thing,’ I remember saying to myself, ‘but
\nwhy in hell would anybody want<\/i> to?’" (45).<\/p>\n

Corder’s Laws of Composition (thinned version)
\n<\/b>Ninth law of composition: Everything comes from somewhere and goes some
\nplace.
\nEleventh law of composition: Some things precede other things. Invention
\nprecedes structure. Thinking and feeling and being precede writing.
\nEighteenth law of composition: You are always standing somewhere when you say
\nsomething.
\nTwenty-fifth law of composition: Invention is an invitation to openness.
\nTwenty-sixth law of composition:  But structure is a closure.  You
\ncan’t organize an essay or a sonata unless you have ruled out other
\norganizations.
\nTwenty-seventh law of composition: Invention and structure, then, represent a
\nway of being in the world.
\nThirty-second law of composition: What follows feeds, enlarges, and enriches
\nwhat precedes.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span> Corder, Jim. "What I Learned at School.” On Writing Research: The Braddock Essays, 1975-1998. Ed. Lisa Ede. New York: Bedford St. Martin’s, 1999. 43-50. Big Idea Jim Corder’s essay playfully reconsiders his overeager commitment to write nine essays in one semester–projects written from the same nine calls issued to his students.  Corder lays out a…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[167],"tags":[178,270,271,272,150],"class_list":["post-6136","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-composition","tag-corder","tag-invention","tag-reflection","tag-structure"],"yoast_head":"\nCorder, 1976, "What I Learned at School" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2004\/07\/25\/corder-1976-wha\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Corder, 1976, "What I Learned at School" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 mins Corder, Jim. 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Lefevre introduces \"a more adequate terminology\" for rhetorical invention, complicating commonplace associations between the \"generation of ideas\" and the\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6179,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/11\/05\/comfort-invento\/","url_meta":{"origin":6136,"position":4},"title":"Comfort Inventory I","author":"Derek Mueller","date":"November 5, 2004","format":false,"excerpt":"I parked our second vehicle in the garage for the winter. (So what if it's a two-wheeler, and the foyer is where it's propped.)\u00a0 On Wednesday, I asked my students from the Northeast how late into the year it seems sensible to ride a bicycle to campus.\u00a0 Turns out they're\u2026","rel":"","context":"In "Unspecified"","block_context":{"text":"Unspecified","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/unspecified\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7093,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/05\/16\/lyon-rhetoric-a\/","url_meta":{"origin":6136,"position":5},"title":"Lyon, "Rhetoric and Hermeneutics"","author":"Derek Mueller","date":"May 16, 2007","format":false,"excerpt":"Lyon, Arabella. \"Rhetoric and Hermeneutics.\" Perspectives on Rhetorical Invention. Eds. Janet Atwill and Janice Lauer. Knoxville, Tenn.: Univ. of Tennessee P, 2002. 36-52. Lyon works at the intersection of rhetoric and hermeneutics in an effort to make sense of the relationship between the two concepts. To weigh the terms and\u2026","rel":"","context":"In \"audience\"","block_context":{"text":"audience","link":"https:\/\/www.earthwidemoth.com\/blog\/tag\/audience\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6136","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6136"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6136\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6136"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6136"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6136"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}