Raise or Raze?

6.2 Working with the framework for Success. In perusing the FFS section on developing rhetorical knowledge, I found myself not resonating with the first bullet point where it says that “students will learn and practice key rhetorical concepts… and genre through writing and analysis” (so far I love it!) but then it it continues with some pretty strange genre types which I do not feel that I would particularly focus on in a college English classroom. I would not have the time to focus on “imaginative, spatial, or auditory, or ‘otherwise’” types of texts. There simply is not enough time.  I could see wanting to teach this as another course – maybe an elective course – but not as part of my academic FYC.

6.5 Examining how you will assign writing.  Insofar as trying to decide how I would assign writing assignments in a college English class, I feel some tension with “assignments work best when students have some autonomy, or some elements of choice” with “Assignments work best when all students rae held to the same clear standard, topic, and format.”  I feel that it is important that the instructor has continuity in assigning writing assignments. Can you imagine if every student in the class (it could have even 20 students or more) selected different genres and paper topics to write on?  It would be so confusing, and it also makes it impossible to have any sense of common grading goals. A teacher wouldn’t be able to grade effectively or fairly – it just seems too confusing.  On the other hand, I could totally see having students read 4-6 articles and then have them select the one that they like the best to write on.  Or use some articles to enhance their writing.  That way, the students have some choice in what they choose to add to their writing, but they are all responding to the same writing prompt.  The freedom of choice can also appear in the style of their writing, and how they choose to format their writing.  I don’t agree in telling students to use a specific format – this seems very product-driven and I feel that being this formulaic isn’t necessary.

6.6 Synthesizing your approach to assignments.  What is your general approach to assignments? How does htis approach fit with your philosophy about good writing, the writing process, and effective teaching?

I believe that assignments should be clearly thought out by the teacher in order to give students the best possible chance for success.  If a lot of planning isn’t put into designing writing assignments, there is a potential to waste perhaps an entire class period trying to explain your essay assignments to the students.

I also believe that the assignments need to be academically challenging!!! Students are here to learn academic discourse and they know that they are here to be challenged. They will rise to the occasion. I do not believe in having a ton of low-stakes writing assignments, nor do I believe that the students aren’t capable of academic rigor.  Assignments should be scaffolded with easier writing assignments early on – and more complicated and critical essays coming later in the term. Revision is a key strategy that I want to incorporate into all assignments (except the final) and I also want to use a portfolio – students will be able to select a specified number of assignments to place into the portfolio for grading.

I would assign a narrative early on and then proceed from there ending in an inquiry-based research assignment.

Explaining the rationale for assignments is very important – this gives students an idea of why we were doing what we do – and it also gets the teacher some buy-in. I do believe in giving students some choice in what they write about but all within a structured environment that I provide.  For example, maybe we read a few readings and they can choose from a list which one(s) they want to write on.  Or maybe we sit down and draft out the exams together – that way they will be on board with what they write. Academic discourse is important and will most definitely be the focus of the course.

I wish to provide a safe, academic yet flexible learning environment. I want to develop my students’ confidence in their abilities and to let them know that their ideas are valued.  I want them to know that I see them as capable and smart. They are here for a reason – to learn academic discourse and to succeed in college.

Perusing Writing Assignment Sequences

I found myself liking the more academic sequences more than the others. I also enjoyed seeing assignments that draw on social engagement issues…ethnographic work, etc.  I just finished reading Berlin’s theory on socio-epistemic approach to teaching composition – and these reminded me of this approach. It feels that it pushes past the process approach focusing students on real-world issues and audiences which are important. The one assignment that touched on the sci fi (dystopia vs utopia) was also unique and creative…yet also academic (compare/contrast essay idea). Students were asked to incorporate readings for this critical inquiry as well as their own personal experiences which reminded me of the They Say/I Say model.  Students need to develop their academic voice and I feel that as FYC teachers, it is our job to give them a chance to learn and develop this in our class.

I found myself not liking the assignments that had to do with personal writing and narratives – in addition to the assignments that seemed to give students way too much choice and freedom. I also hated the idea of a collaborative essay – that would just be disastrous. Students have lives outside of class and I cannot imagine forcing them to try to work with classmates to complete assignments.  I think that all of the collaboration needs to be able to be accomplished inside of the class…so if there were time to do this in class, I could see it working.  But for a FYC, there is so much to get through that I probably wouldn’t assign such an essay.  Students can collaborate and work together in pairs, groups, and peer review times.  They can share ideas on readings, get feedback on their ideas on both readings and writings. I do believe that the speaking component in a class is important (Bartholomae influenced!). Students need to be able to discuss ideas and can learn from each other. Also some students might be oral or aural learners and so it will benefit them in this way, too.

The first sequence of essays really bothered me.  I didn’t see any rhyme or reason to the sequence.

Essay 1. Rhetorical Analysis first? No. I would assign some sort of narrative first. I’m not sure if both a rhetorical essay and an argumentative essay should be together in a course….is there time to teach and write???

Essay 2. Controversial issue? Sounds like a research paper to me.  Or a disguise for an argumentative paper.  I see that it mentions “persuasion” here. I might assign one – I would have to think about this.  But it may come later in the term after we have learned and practiced some other topics and approaches.

Essay 3.Ethnography. I like the idea of doing this. It draws on Berlin’s socio-epistemic approach to teaching composition. Students would get a lot out of this, but I’m not sure if it belongs in a FYC. Students are learning academic discourse which is going to take time and energy.  There might not be room here. It might have to be assigned as a final project – instead of a research essay…

Essay 4. Research Essay. This should be the final assignment for the term. I would assign it in chunks and grade each chunk…preliminary grade that can be revised. Students will need feedback on their progress before getting a final grade. I also don’t like the topic mentioned in this sequence….apocalyptic theory. Does that belong in a FYC?  What readings have they done so far? I like the idea of belief and relevance, but I guess I’d have to know more about this assignment before thinking about whether or not I would assign it.  Regardless, a research essay needs to be last.

Essay 5 Reflection Essay. First of all, I would never assign a reflection essay.  I think this can be incorporated into a low-stakes writing assignment, like a cover letter with a portfolio – or even in freewrites. But I would not want to grade such a personal reflection. It’s like telling a student that their personal lives are not valued. “Hey, you suck! I’m grading your reflection of your learning experience!” I would never do that. Second of all, low stakes writings, personal writings, belong at the beginning of the term not the end.

Group Project:  Again, I don’t like assigning group projects. It is impossible for students to get together outside of class…to find the time to meet with others. I’ll bet most of the students at a school like SFSU work. If there was some way to use technology to get the work done and communicate with each other (like we do with the 709 course) I might be convinced to do a group project. I hate having to ask students to rely on other students to get their work done. Maybe I’m too “Type A” but this isn’t for me.

I wouldn’t have the “portfolio” as a separate assignment. I really love the idea of having a portfolio, but I would treat it more as a way to present their work to me – I don’t want them to have to add any new assignments to it in order for it to be submitted. I would however have them do a self-evaluative cover letter to submit with the portfolio and they definitely should put some effort into it.

I also saw problems with some of the other sequences. Like #8. it focuses on literacy and education so the instructor’s heart is in the right place. But why have a summary-response essay? This is something that I did a lot when I taught ESL. I would also do a compare/contrast essay earlier. Build toward fireworks/research.