Reflection: Inventing the University

This reading brought to my attention the reality that students will come into the classroom expecting to learn "the right answer" or "the right way", but also that these things don't exist like they do (to some extent) in a curriculum like math. When considering the creation of my draft assignment prompt, and the scaffolding that will accompany that prompt, I want to be sure I'm taking every opportunity to identify the structure and purpose of the assignment while also making it clear that the structure I am using is not the only structure. There are many genres, many audiences, many discourses, etc., and the structure we are using will have advantages and drawbacks based on those factors. Identifying those advantages and drawbacks (critically analyzing the structure itself) will hopefully help students realize not just HOW something can be done but also WHY (or WHY NOT) it should be done that way.