 |
 |
I like your idea Roger that we have the most radical sets of practices on both sides of the equation. In my own intro writing course, because of the historical and political circumstances here, I have to lecture for an hour a week to 200 students ( a practice which I compare to lecturing about swimming) but at the same time we have active workshops (2 hours a week) with inkshedding, discussion groups, peer editing, drafts, an interactive web site that supports the course etc, etc. But this is a precarious balance and one which the administration wants to challenge ( in its quest for greater numbers). One of the easiest ways to challenge this balance is by calling the "newer" elements ie, the workshop approach--foreign, non-Canadian. I think what I am looking for is some descriptive accounts of what people think are good "Canadian" practices. For example, I am willing to go out a limb and say that because of the history of the "whole" language approach and even the Lit.Com approach here in Canada that we have a history of retaining the interaction of reading and writing in our courses. I would appreciate hearing about any other Canadian "limbs" that people are willing to offer. Catherine F. Schryer Dept. of English University of Waterloo Waterloo, Ontario, Canada N2L 3G1 (519) 885-1211 (ext 3318)