Above is a Wordle of the most popular terms in my notes on ENG 567's very own pecha kucha night last week. These presentations constituted precursors to full drafts of their semester-end projects.
Despite the commonalities evidenced in the Wordle above, each pecha kucha presented was unique in approach and theory. Annas, Bartholomae, Bleich, Elbow, Eldred, Freire, Lunsford, and Tompkins were among the names dropped in the presentations. One put forth an idea of FYC with a more intimate connection to the writing center. Another focused on basic writing via the contact zone. A couple suggested cultural and/or media studies as main areas of focus. At least two appeared to take elements of ENG 567 as direct inspiration, given plans to facilitate student writing via Twitter and/or Posterous. A few wrestled with the idea/importance of peer review, expressing some uncertainty about its real value. Many were concerned about audience awareness and writing voice. Many were curious about the use of technology in facilitating the development of skills. These current and future teachers of writing want to help students "forget it's a writing class" or to at least help them "to hate writing less."
The pecha kucha presentations focusing on research rather than syllabus development still related to composition pedagogy and theory. One drew connections to online roleplaying games and martial arts sparring sessions; another related the development and history of vampirism to the field of rhetoric and writing. Much like the book reviews performed earlier in the semester, these academic contributions look to be strong.
At this point, I have no concerns or worries about anyone's work, only some impatience in reading their research drafts and syllabi. For as green as some students might see themselves, I know I have much to learn from them.