On The Frontline of Literacy: Risk and Reward as the Battle Rages on

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