I have, perhaps, put this particular blog off until last - because I don't know where to begin, but once I have, I may not stop. Lindemann's A Rhetoric for Writing Teachers has become the book I carry around in my bag in case I need something interesting to read while I'm waiting to see the dentist.
I have also found multiple ways in which the book is relevant to my writing in class and to the ways in which I have begun to look at my lesson plans each week - I've actually read parts of the book out loud to my 090 classes (from the "What Does the Process Involve?" section, she talks about her own somewhat disjointed writing practices - a good illustration of a real writing process for students who believe that writing comes with ease to some people, just not to them).
The "Questions to ask in creating assignments," as listed on Rebecca Wasil's handout are, I have decided, also and awesome guide for us newbies to the world of teaching.
There have been many theorists we have seen presented, many who I knew I could spend a lifetime studying and still not grasp what they were trying to achieve. For me Lindemann is one I will spend my career as a teacher studying (however long that might be) because she makes perfect sense to me.
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Rhonda, it’s amazing how often Lindemann comes up when I’m researching. Almost every article I read cites her work, and writing centers all over the country are based on her principles and use her suggestions for tutors. She makes such sense to me, especially with the population of students that we work with. Her writing is clear, and her work is exciting. I really appreciate the work that she has done to promote respect for composition classes, comp students, and teachers. It’s obvious that she respects all three and that she is not far from the front line.
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