Looking to Re-Think How I Teach Composition, Part 1 – Overview and Introduction

So, I recently decided that I needed to revamp my approach to teaching Comp 1 and 2. I have been on this trajectory for some time, working out some ideas, but now I think I have come across how I want to proceed. Part of this has been on my mind for a while, but after listening to the audiobook version of Creative Schools: The Grassroots Revolution That’s Transforming Education by Ken Robinson and Lou Aronica, I really took some time to reflect upon my method and approach and asked myself the question: Could I do more? This question is something I really intend to try and answer with regards to how I teach Comp 2. In general though, I want to do more.

For one, I am working on for clearly communicating the material in the course, particularly via visual and auditory processes. Still, I wanted to try to more than even that.

So, to begin, perhaps it would be good to reflect on how I perceive and approach teaching Comp 1 and 2 as I teach now:

Composition 1:

For me this remains an introduction to college writing for students. Whether I am utilizing the Norton’s Field Guide or St. Martin’s Guide to Writing textbook, the approach is one that utilizes the “genre” approach to writing.

This entails me walking students through the writing process and MLA formatting through typically genres such as Literacy Narrative, Article Analysis, Reporting Information, and Arguing a Position (Norton’s approach, which I primarily use now).

Changes I want to make to Comp 1 instruction falls heavily on developing more resources, continued development of helping students see the process and connections, and implementation of visual diagrams and graphic narratives.

Composition 2:

This is where I lead students from the Arguing a Position paper of Composition 1 into an expanded version via a larger Research Paper.

It is here in Composition 2 that I am wanting to work on “redefining” my process and approach. I want to provide students with options here, to reach out to their strengths (and perhaps passions) and try to engage them on multiple levels.

To do this, I am in the process of attempting ONE specific course design that I really want to try out at least once, but the process of that course design will represent a traditional approach to a form that I want to develop as something as part of my overall Comp 2 redesign.

Let me start with the specific course design I want to try out (as part of a bit of social commentary) and then move on to the outcomes and standards I hope to utilize in a fresh (at least for me) re-imagining of my Comp 2 class approach.

I will address these in the following postings.

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One thought on “Looking to Re-Think How I Teach Composition, Part 1 – Overview and Introduction

  1. Pingback: Application Approach 2.1 | A Rhetorical Quest For Identity

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