Sample Teaching Assignments for a First-Year Composition Class

INTRODUCTION

Since I have never taught a first-year composition course, I checked out the WPA Outcomes Statement for the course.  I have come up with a set of assignments that I could really see myself using in an actual course.  I have tried to incorporate a lot of connections for the students including connecting each assignment to the one previous.  The notion of these connections, I believe, closely mimics my teaching philosophy statement.

I’ve included the potential for a reading assignment, although I have purposefully not specified any text.  In the sciences, we have some textbooks which are just later editions of essentially the same material.  What I have found very useful in the TCR program readings is the incorporation of multiple books and papers by a wide range of authors.  This has given me insight into a variety of styles and topics.  I believe I would want to customize the reading assignments in a similar way.  I also recognize, however, that I might be just one of many instructors teaching a course and if there was a ‘required’ textbook, I would have to figure out a way to make that work within the parameters of my assignments.

Additionally, these assignments, while assessed individually, will take into consideration all previously listed assessment focuses as well so as to continue building on information.  The final assignment will be a culmination of the use of the tools and techniques acquired throughout the semester.

ASSIGNMENTS

Written Assignment 1:

Use the pen/pencil and paper provided to you to write a page describing something interesting that you recently read.  It can be anything-a book, magazine article, street sign, twitter trend, facebook post, email……anything.  Include the following information:

• Details regarding format (electronic, visual, etc.)
• Why you found it interesting.
• Where you were when you read it.
• If anyone was with you when you read it.
• If you told anyone about it.

Assessment focus:  Content

Reading Assignment 1

Written Assignment 2:

Use the pen/pencil and paper provided to you to review and respond to the comments and questions posted on your first assignment.  Re-write the assignment incorporating any corrections to grammar and punctuation that have been noted or that you were made aware of in the readings.  Also add to your topic by including:

• Introducing a research question related to your topic.
• What resources you would use to address your research question.

Assessment focus:  Grammar and punctuation.

Reading Assignment 2

Written Assignment 3:

Use the computer workstations to transcribe your written essay into Microsoft Word.  Review and respond to comments and questions posted on your second assignment.  Address your research question by utilizing the resource(s) you have described.  Add to your essay by including:

• An appropriate title.
• An abstract that describes your essay.
• The name of a project that has also addressed your topic.

Assessment focus:  Style and detail.

Reading Assignment 3

Written Assignment 4:

You are going to be placed in randomly assigned groups of six to eight.  Before proceeding, you will need to read each of your group member’s essays from Assignment 3.  Next you will need to:

• Write down how your essay topic is connected to at least half of your group members topics.
• Make a flow chart showing the hierarchy of connections for all topics.
• Decide on an overall theme for the essays of your group based on the connections.

Assessment focus:  Depth of connections.

Reading Assignment 4

Written Assignment 5:

Working with your group, use the publishing software at the computer workstations to compile your groups essays into a publication.  Include a cover design and any other visuals you think would enhance your publication.  You must also include:

• A written description of your publication that could be included on a publisher’s website.
• A  description of the intended audience or who you think might best appreciate or enjoy your publication.
• A list of two other publications that readers of your essays might also enjoy.

Assessment focus:  Audience appropriateness.

Reading Assignment 5

Written Assignment 6:

Provide an individual, compelling, written review of one of the other groups ‘publications’.  Include a review of:

• The finished product.
• The topic connections.
• The audience appropriateness.
• The related materials.

Assessment focus:  Analytical skills.

Reading Assignment 6

Final Written Assignment:

For the remainder of the course, you will be composing a 10-page essay on a topic of your choice that includes proper grammar, good style, relevant connections to other materials, good research techniques and sources, analytical skills and audience appropriateness.  Periodic drafts of the final essay will be submitted electronically for evaluation and commenting.

Assessment focus:  All

Additional Reading

DISCUSSION

I have to admit that I have not had experience with so-called ‘remedial’ writers, but I have tried to imagine the range of students that I get in introductory chemistry classes.  I have really tried to consider that besides differences in experiences and aptitude in general, there will most likely be large differences in ‘cognitive style’ and ‘mental processes’ as well (Rose, p. 327).  And in a way, my lack of experience in teaching first-year composition has prevented me from being ‘tainted’ by some theories regarding understanding mental processes.  “…their [the theories] richness should not keep us from careful consideration of their limits” (Rose, p. 326). 

Overall, my assignments support my belief that connections are important and that part of those connections include those made with colleagues and classmates.  I have tried to put into practice what is really my teaching rationale which supports the idea of collaborative learning.