Shaping Identities with Composition

Theory

As writers, we are crafted and shaped by our histories, identities, cultures, and stories. Not only are we shaped by composition, but we also find meaning in texts and certain disciplines, where we learn to develop and adapt to new ways of thinking, socializing, composing, and learning. In Naming What We Know: Threshold Concepts of Writing Studies, we explore how writing works to create our identities in the process of invention through composition. We invent ourselves through what we know -- cultural customs, religion, political status, social status, how we style our hair, what we eat, and how we speak -- further allowing these concepts to develop through our writing process. Therefore, writing is always "ideological" because "discourses and instances of language" do not "exist independently" from cultures and their ideologies (Scott 49).

It is also important for educators to see the act of disciplinary writing as an "act of identity,"  -- meaning that we find meaning in our writing through different disciplines or avenues in the field of composition (Roozen 51). I can relate to this, especially since I have an undergraduate degree in public relations and had to learn how to write for the discipline. I studied at Kennesaw State University's School of Communication and Media and had to learn how to write press releases, crisis management plans, and much more. In the same way we learn to comprehend new writing styles, I had to change my mindset and way of writing. It took me some time – around three years – but I was ready to write for the discipline by the time I graduated. By looking more deeply into our lives, we can understand this threshold concept and how our minds work to understand and create new content. 

In addition to these statements, Frager also discusses the many roles that teachers play in the classroom. These roles all relate to identity. When I think of "teacher roles," I automatically think of how I present myself in the classroom and its various settings. I walk in with my shoulders back, smiling but firm, and in professional but comfortable clothes. Throughout my class, I pace back and forth between my identities whenever I teach. I also do my best to engage by asking questions. Though, I also actively listen when students answer my questions, considering their thoughts while offering insight and help for their concerns. Having multiple identities in the classroom is not only important, but it also makes us comfortable. It allows us to shift from different modes of teaching when needed so that we are not the sage on the stage -- talking their ears off until it is time for them to leave for their daily Starbucks or Netflix binges. 

After I leave the classroom environment, I tend to swap my flats for a comfortable black pair of tennis shoes and a pair of leggings. I partake in another form of identity: the changing from teacher to student. This allows me to take on another identity in my studies as a graduate student, and it is also much more comfortable than wearing my pair of Target ballet flats. It is crucial for teaching assistants to find a way to shift between their teacher and student identities. Understanding these roles allows us to be more open to failure, knowledge, and different environments.

I firmly believe in the importance of understanding writing before entering the classroom. Although I have always been a strong writer, I am constantly growing and learning. With all that being said, I am still a writer at heart, open to failure and humility through the practice of composition.