We probably all agree with the idea that speaking and writing across the curriculum is important. There are, of course, obstacles that we have to overcome if we are to succeed in integrating speaking/writing into the curriculum, however. Here are a just a few of the commonly listed complaints about using writing and speaking assignments in the classroom (credited to Chris Anson at North Carolina State University, Director of the Campus Writing and Speaking Program):
- Avoidance: “It’s not my job—I’m not a writing/speaking person”
- Anxiety: “I’m not a great speaker/writer myself”
- Blame: “It’s the fault of the high schools” “Our university doesn’t provide the right resources”
- Additional layer: “Writing/speaking intrudes on my course coverage.” “I already have so much to teach, I can’t add another thing.”
- Pedagogical apathy: “My teaching is pretty good as is.”
- Misconception: “My discipline is about _____, not writing/speaking.”
- Irritation: “Too many students, not enough time.”
- Extrinsic needs: “There’s no reward for this extra work.”
Choose the 2 obstacles that you think are most applicable to your situation and then reflect on ways that the assumption is wrong or present possible solutions to the problem.
