Reply to comment

So: I've been mulling over this posting for 10 days now. Wondering just why-and-how the request for a self-evaluation became an evaluation not of self, but of classmates--and thinking of that move as a testimony both to the power and the problematics of co-constructed dialogue. Have been puzzling, too, about how such a critique could be made productive of both more teaching and more learning. Thinking especially of how, in that room that was our classroom, there were actually 17 different rooms: while in one of them (above), we were "drowning in obnoxious, self-involved personal stories," in another (per Owl) "we all had our own truths which are based on experiences," and in yet another (per veritatemdilexi) your words were "edited" far too much, your voices "altered" to fit my agenda rather than your own.

Of course there were multiple other stories in that room: while veritatemdilexi found us "entirely unaware of the world and environment that surrounds us," for example, Aya was calling our attention to all those "narratives that surround us with no benefit of a cover page." If we needed any more evidence of the constructedness and variability of non-fictional prose, our range of accounts of what was going on when we were together certainly provided some! I'd be curious, of course, to hear others...

In the interim, don't miss the archive of our final performances.