Restoration Period

“I grant this food will be somewhat dear, and therefore very proper for landlords, who, as they have already devoured most of the parents, seem to have the best title to the children.” (2635)

                                            

            In this passage from Jonathan Swift’s “A Modest Proposal,” the author puts forth an absurd thesis as a way of attacking English and Irish politics. In order to better combat the poverty and overpopulation of his native Ireland, Swift adapts the persona of a concerned economist. He pretends to promote contemporary economic theories regarding the transformation of Ireland’s deteriorating socioeconomic conditions. His satirical opinion that the wealthy and powerful in Britain “seem to have the best title to the children” of Ireland is a scathing commentary of British imperialism during the early 18^th century. He focuses on the cannibalistic “devouring” of Ireland’s resources suggesting that Irish poverty and misery is caused by the gluttony of its absentee “landlords.”  Swift’s proposition is a bitter indictment both of the exploitive English and of the exploited Irish. The cunningly devised masterpiece is anything but a modest proposal. Instead, it is an exaggeration of epic proportions. However, the author’s brilliant matter of fact satirical style and unsophisticated treatise creates an appealing argument because of its straightforward approach. The radical solution of rendering the children of the poor as food for the table, albeit a savage concept, affords Swift the opportunity to express his contempt for the English, and at the same time criticize the Irish for their lack of resistance to British tyranny. 

            Swift’s witty critique transcends the miserable conditions of Ireland, and the insipid theories of modernism. In an abrupt manner, it touches on many of the vices of the human condition. Generosity, decency, and tenderness are scorned, and the notion of having the neighbor’s children over for dinner takes on a whole new meaning. The cold rationality of the unidentified narrator strikes right at the heart and cindered soul of the enlightened Whiggery, then reigning in London. The flaws inherent to a strict rational way of dealing with social problems, during the Age of Reason, are parodied by the deliberately depersonalizing pseudo-scientific logic of an already morally reprehensible system that takes economic profitability as its sole standard. When Swift looks at who stands to profit from the sale of “infant flesh,” he includes not only the family that earns the eight shillings, but also the discerning connoisseur who will earn a certain culinary reputation by serving up such a delicacy, and a nation soon to be made famous for its “Papist” pudding recipes. For example, “a well-grown, fat, yearling child, which roasted whole will make a considerable figure at the lord mayor’s feast…” (2637)

            In conclusion, Jonathan Swift’s “A Modest Proposal” can best be described as cutting wit at its finest. However, the piece can also be interpreted as an accurate historical description of conditions in Ireland during the Restoration period. The flawless reasoning in the article’s dietary motif is a persuasive appeal to the Irish parliament to resist England’s will and reclaim its rightful autonomy. It is an attempt to achieve positive change amid discouraging circumstances. In the end, the power of this legendary work lies not in the solutions that are offered, but in the acerbic method used to get there.

Teaching Philosophy

THE DAILY - WHAT'S NEWS.

This assignment is intended to be part of your daily reading and writing tasks. It is linked to your Personal Journal Workshop. You are required to subscribe to the Wall Street Journal (online). This business publication will introduce you to current world events and allow you to maintain a focus on issues, trends and multicultural topics written in English. Articles in the Wall Street Journal are written in a variety of relevant genres. You should be prepared to discuss, analyze and response to topics with an emphasis on critical thinking.

Writing Assignments

1. The Investigative Reporter:

A. Students work in pairs or small groups. Each team has two objectives. First of all, students read and familiarize themselves with a pre-existing news article with the understanding that they will be interviewed by reports as if they were themselves involved as active participants in the articles' topic. Role playing and character trait research is important.

B. Students acts as reporters to gather evidence, conduct interviews, and make assumptions about the topic they will write about. They will create finished copy as if they were journalists.

Purpose: What is lost or gain in translation?

By becoming a character in a news article, students analyze the character while enriching their vocabulary and articulating a descriptive narrative.  The goal is to capture the essence of an existing written work and portray it in a way that will allow the audience to have a clear understanding of person, place and theme.

Student Objectives:

The students will

·         review the characteristics of adjectives.

·         define the literacy term "character trait" and explore how to provide details that support their inferences.

·         research resources to find accurate and descriptive word choices.

·         plan strategies for questioning and detailing important references related to reporting the topic.

·         outlining the investigation to create a logical explanation for the assumptions that the article will make.

Outcome:

Students will compare their finished article in two ways.

As the characters described in the article; how did their role playing contribute to the writers opinions and assumptions? How did their use of language and word choice benefit or aid the writer in creating a true description of the topic?

How well did the writer identify and capture the essence of the topic?  What strategies did the team use to create an honest or biased description of the topic.

Conclusion:

Compare the pre-existing article to the writing completed in class. Identify similarities and differences in styles, word choice and meaning. How did the role playing affect the article? How do the pre-existing and classroom written articles differ, and why?

THE TEAM BLOG.

Classroom attendance is mandatory. However, the demanding schedule of business appointments, out of town travel, and important company deadlines will interfere with our regular meeting times. To compensate for these inevitable conflicts, we will incorporate an online TEAM BLOG as part of our classroom activities. Consider the TB as part of your daily journal writing requirement. Blogs promote self-expression---a place where the author can develop highly personalized content.

Students collect articles that are of general interest to the class. Each student edits and reshapes the story with their own personal perspective. The stories are circulated until everyone has had an opportunity to blog on all the articles.

·         Update the TEAM on your daily activities. Expect to give and receive feedback.

·         Share challenges and successes that can help the TEAM. Be accountable.

·         Upload pictures and articles for meaningful discussion. Stay current.

·         Review important written assignments as a TEAM. Create a sense of Urgency.

A Company Newsletter.

Lesson Plan 1

Purpose: Writing short articles/interviews for a mock company Newsletter. The assumption being that at any given time a variety of reports and reviews are expected to be written as part of company planning and analysis.

Workshop Model: Class will be split into pairs or trios. Each group will choose a topic for an article.

Scope: The idea for this lesson is to create condensed "newsletter.dot" format articles. The goal is to teach writing that might be found in newsletters and/or newspapers e.g. short articles, reviews, interviews etc. Subject material may coverr a wide range of topics.

The Plan.

Introduction: Students will collaborate on what the newsletter will be called. A list of possible topics will be generated through classroom discussion.

Step 1: Teams plan article outline. Research information, interview questions, compile data.

Step 2: Write a rough draft with strict limits on word count. Emphasis on sentence structure and vocabulary. Create short meaning phrasing

Step 3: Peer view and proof reading with an emphasis on editing for a deadline, just like a newspaper publication.

Step 4: Present finished articles to the class with explanation of method and style.

Overview: Repeat the lesson numerous times depending on the length of the course. Shrinking the timeframe for completion as the class becomes better prepared to meet a deadline.

Teaching Philosophy Statement.

             As an English teacher in a foreign language corporate community, my duty is to provide an environment in which students of all backgrounds and learning styles can thrive.  For the most part, my classroom consists of mature adults that are already employed as seasoned professionals. They come to me for career coaching and specific writing skill development. To be successful, my pedagogical approach must enhance their existing business skill set, as well as improve their ability to engage international corporate discourse communities.  My goal is to help my clients navigate in a hyper competitive business climate, communicate their valuable corporate knowledge to an international audience, and negotiate fluently in a fast paced, ever changing business world. I define my success as a teacher by the enthusiasm I can inspire in my students, as well as the intellectual equity I bring to their bottom line. My job is to help them cultivate their unique writing talents, work on building their confidence as a multilingual professional, and help them understand the complexities of business English in corporate America. In my classroom, I create a sense of urgency that is just as intense as the pressure carbon experiences on its journey to becoming a diamond. I see myself as a coach getting the team motivated and ready to win.

            A key component of English in the business world is Current Events. My students are expected to subscribe to the Wall Street Journal and other industry relevant publications. Reading and writing assignments will focus on day-to-day world events as they relate to the business community. In class writing assignments like "The Investigating Reporter" will challenge the students to think and write on topics related to contemporary issues. My goal is reinforce the fact that mastering English is a lifelong endeavor. The constant exercise of interpreting information from a daily news publication creates multicultural awareness and sensitivity that English language textbooks sometimes lack. It is important to tell the truth about the English language in ways that are culturally and socially sensitive. The power of the written word in editorial form can be highly controversial. Hence, an   essential forum for stimulating productive debate. This sort of passionate discourse is encouraged in my classroom because it promotes meaningful dialogue on topics that affect us all.

            The use of media and technology to enhance topics of discussion is an essential strategy in my corporate classroom.  I encourage team work and collaboration by involving students in stimulating group oriented projects. The use of multimodal assignments will enhance team building and project management skills. An example of media focused instruction could be titled, "The Book Cover."  A collection of cellphone generated snapshots that capture a predetermined theme or topic. Another example could be a detailed audio-visual presentation of a futuristic product launch or company newsletter. Every project will be preceded by well-defined discussion questions meant to inform and promote creativity.

            The student writer needs to develop their own voice. To facilitate this goal, I teach a variety of language arts concepts. No concept is taught in isolation. Instead, they are introduced with broader segments of the curriculum.  Major composition projects will focus on examining existing essay models with an emphasis on traditional methodologies. An important segment of the curriculum titled, "What Went Wrong" will highlight the typical mistakes writers frequently make, and teach proper revision strategies that can resolve common errors. In my opinion, everyone makes mistakes. The successful writer learns by identifying errors in grammar, sentence structure and proper word usage. My goal is to strengthen my students abilities to write, and help them develop the self-confidence to continually improve their craft.

            My role as a writing instructor must always be focused on making sure students understand their position of authority. In his work, Pedagogy of Freedom, Paolo Freire suggests that "to teach is not to transfer knowledge but to create the possibility of the production or construction of knowledge." This meaningful definition places the instructor in a role as mentor/facilitator who pushes students with meaningful inquiry towards their own production of knowledge. Within this framework, I will promote dynamic student-teacher and student-student relationships based on respect and trust. Every student will know that I care about their "better self." I will earn the respect of my classroom community by constantly delivering instruction that validates the student as a powerful, self-aware writer.

            The final grade received at the end of my English course is a direct result of the student's hard work. However, the more important course objectives are reflected in the endless possibilities for meaningful, long lasting interpersonal relationships. Language is a uniquely human gift. When we study a new language we reveal to others what makes us human, we are uncovering a part of ourselves that was hidden, and we share it with the world. Our language shapes who we are and, as a teacher of English, I celebrate the endless possibilities of what we can become.

Reflective Commentary

            "No person is a member of a singular community. Rather, they are a member of multiple and overlapping communities----communities of work, of interest and affiliation, of ethnicity..." (Kalantzis, 1995) This important quote helps to describe my classroom. The dominant word coupling here is overlapping communities. My classroom projects will continually incorporate a multitude of interdependent and interchangeable components. My teaching artifacts reflect this multipurpose approach. The Wall Street Journal will be the bridge between many learning portals as well as a key business oracle. The student of English composition should never be at a loss for ideas or stimulating discussion topics when the WSJ is a frame of reference. I want my students to read and respond to the best business journalists America has to offer. The Wall Street Journal is a flagship in this regard. A standard of excellence that educates and enriches in countless ways.

             The theoretical approaches I have only alluded to in my statement of intent are not specific for a good reason. My intended audience is not your typical college administrator or high school principal albeit just as astute. The boardroom of a multinational company in Spain or Italy isn't interested in Expressivist or Social Cognitivist theory. There is no place for the discussion of Murray, Bizzel or Delpit (unless they are valued company shareholders). The golden rule in the boardroom is always "time is money." My ability to teach SWBE (Standard World Business English) will be my key to opening the door to some very potentially lucrative opportunities in European commerce.

            Formal writing assignments such as analyzing essays and literary narratives will inevitably reflect company politics as well as future market trends in real world situations. Hence, my teaching philosophy will continually focus on workshop based instruction to emphasize the importance of team bonding as a coping mechanism.   

Teaching Philosophy

                In Donald Murray's essay TEACHING WRITING AS A PROCESS NOT PRODUCT the author introduces the Expressivist teaching model in response to what he believes to be the problem with writing instruction. His premise is based on the "process theory of composition," a process of self-expression where the final product is not as important as the knowledge gained from the experience of writing.  Murray's methodology empowers the student to think like a writer, rather than react to the demands of the finished work. Instead of focusing on the student's flaws, Murray's approach emphasizes a student-centered journey of discovery, and non-judgmental experimentation. His essay proposes, "Instead of teaching finished writing, we should teach unfinished writing and, glory in its unfinishedness."  In spite of Murray's eloquent and convincing manifesto  -  advocating a humanist approach to the teaching of writing  -  his idealistic opinions fall short of addressing,  what I consider to be important issues in today's ESL classroom. There is a flood of second language learners entering the corridors of our educational institutions. Murray's simplistic teaching model does not address their needs. In my opinion, developing a curriculum based on the Expressivist pedagogy is impractical.

                "Too often, as writers and teachers, Thomas Williams points out, we teach English to our students as if it were a foreign language." But that is the reality of an ESL curriculum. Murray's approach addresses the English first language majority, not the second language minority. I agree with an ESL curriculum with less focus on grammar and syntax. However, the process of learning to write must have a well-defined purpose other than the Expressivist ideals of self-discovery and personal growth. Landed immigrants and international students come to us to study English because it is the "Language of Money." It can be said that money speaks English. It can be viewed as a commodity, when seen through the eyes of a foreign student. I myself am paying hefty tuition fees to attend the University of Washington because of a simple principle of business. Supply and demand will always dictate price. Inevitably, the student will seek out the fastest and most efficient path to writing proficiency. Endless hours staring out the classroom window might seem like a productive intellectual exercise to some. Free tuition also sounds great but we live in a competitive, product driven world.

                In my opinion, Murray's "Three stage process" captures the generic heart and soul of the writing experience. Distributing definable percentages to specific tasks like prewriting, writing, and rewriting seem rather arbitrary but sympathetic to the writer's struggle. However, what purpose do these numeric values serve the second language student?  Their experience is different than the typical writing student for a variety of socio-economic, and cultural reasons.  The priorities of a second language learner differs from the domestic variety, home grown student of the arts. To place a numeric value beside a specific phase of writing serves no real purpose. The remedial writing student views the classroom as a window of opportunity, a chance to improve their economic situation. They have no time to stare out the window looking for inspiration. Here is where the role of the teacher is most important. I agree with Murray when he writes, "We must respect our student for his potential truth and for his potential voice." A good writing instructor is a facilitator, coach, and mentor - - - equipped to help the student understand the product and the process. In most cases, remedial writing is defined as simple sentences, moving on to the well-formed paragraph, perhaps advancing as far as the five-paragraph essay (for college entrance).  Murray's more intangible concepts however, seem to drift beyond the preparation of  pedagogy  -  like the gold miner busy searching for nuggets, but ignoring the tiny sparkling diamonds piling up in his slag heap.

                In conclusion, Murray's essay was not written for a contemporary audience. If he were to revisit his essay today, perhaps his opinions might include a sensitivity towards the challenges ESL teachers face. I would hope his thoughtful rewrite might take into consideration the impact of an emerging Third World, and the difficulties associated with constructing an effective pedagogy to address the needs of so many new voices.  His "ten implications for the composition curriculum" might look quite different today, if he were to look onto the Asian Pacific horizon, and realize what is coming in our direction.