Prompt: Based on your teaching philosophy (which may change over time), what are types of assignments you would include in a FYC syllabus?

This week we read James Berlin’s Contemporary Composition. He discusses four theories of writing pedagogy: Neo-Aristotelians/Classicists, Positivists/Current-Traditionalists, Neo-Platonists/ Expressionists, and New Rhetoricians (Berlin’s preferred). I identify most strongly with the pedagogy of New Rhetoricians like Kenneth Burke and Andrea Lunsford. Berlin describes that within this theory meaning is formed between the interaction of the writer, reality, and the reader. Truth, then, is not pre-existing but “dynamic and dialectical.” We’ve also been discussing product- versus process-focused writing. Students seem so focused on their writing product, represented by a grade. My evolving teaching philosophy would emphasize the value in the writing process and seek to engage students’ internal motivations.

Considering these values, my First Year Composition syllabus would include assignments that highlight the writing process, like brainstorms, outlines, multiple revisions/drafts, and peer critiques. These assignments would likely culminate into a rhetorical analysis that would allow students to see how they can create meaning within their own writing. Working thesis statements would be emphasized at each draft and discussed in class. I would guide class discussions around defining audience, context, and purpose as well as understanding rhetorical appeals.

And while I’m mentioning class discussion – this would be an assignment in itself. I don’t expect FYC students to be able to speak eloquently about the complexity of rhetorical appeals, but I would hope to create a classroom environment that encourages the sharing of all ideas. The success of my hypothetical course would rely heavily on these class discussions: I’d rather assess students’ understanding of the given topic in this informal setting before assigning grades to final drafts that speak to a level of misunderstanding (a failure on my part).

Based almost wholly on my experience grading BA1 (the first assignment, a brief rhetorical analysis) last week, I would not assign grades for their first attempted rhetorical analysis (which would either be a small in-class assignment or the first draft of their rhetorical analysis). I would reluctantly assign grades to other assignments as a necessary means of assessment.

I’ve stated I would try to engage students’ internal motivations. To do so, I would encourage students to pick their own topics for their rhetorical analysis – a bit more work on my part, but worth the higher potential for motivated writers. At every opportunity, I would give students a chance to guide discussion. Although in-class assignments would have to be identical for the sake of time, other assignments would have multiple options when possible so students have the opportunity to choose the topic most interesting to them.

Lastly, I would find a way to engage my students with technology. I’ve really enjoyed assignments in the past that incorporated a weekly digital component, such as writing a personal blog or linking in relevant articles to a shared blog. Perhaps I could narrowly prompt students for the first few weeks – “Post to the class blog about XYZ” – and then give them more freedom as they begin to understand my expectations for the weekly assignment. For example, students might post a recent article and briefly discuss the author’s audience, context, and purpose. This weekly practice would allow students to share ideas and facilitate discussion beyond the classroom.