This chapter builds on Critel’s exploration of instructor perspectives on student participation by examining the ways in which college-level writing teachers expect, require, and/or assess “intellectual participation” in their classrooms. The authors further explore the extent to which instructors seek to “Goldiloxx” such participation—to get it “just right.” In an online, open-ended survey where participants could view one another's answers and respond to each other, Bradbury and Muhlhauser asked respondents to define “intellectual” and describe what counts as “intellectual participation” in their classrooms (how it looks, feels, and sounds). While participants shared many similar views of the look, feel, and sound of intellectual participation, there were some revealing differences in their perceptions, assessment methods, and use of intellectual participation as a measure of success in their teaching practices. Based on these findings, the authors call on instructors to consider carefully these similarities and differences and to recognize intellectual participation as a rhetorical situation—a situation in which students learn and practice the communication moves they can make to demonstrate intellectual participation.
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