Degree Name
Master of Arts
Graduate Program
English
Advisor
Nezley, Ryan
Abstract
This paper advocates for assignments that are “high risk” in order to promote a less than predictable classroom environment. This paper attempts to create a space specific to first-year teachers of Freshman Composition and specifically for first-year teachers of Freshman Composition. Sample assignments are couched inside of a personal narrative of failure, as first first-year teachers of Freshman Composition are encouraged to explore the relationship between risk and reward, between pedagogical approach and classroom practice.
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