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[panchojones]

I've just landed a couple of Comp sections for the Fall semest at a CC. First off, I've only taught creative writing courses and I APed out of my own composition courses as an undergrad, so this might be a little interesting. In trying to put together a syllabus, I've come to this conclusion: I want them to focus almost strictly on essay writing and readings. The essays, which I'm aware are the predominant assignments in a comp class, will hopefully help them learn how to communicate effectively and put together an argument. At this point, I'm thinking 4 essays during the semester (all done at home) and one research paper.

Next, the readings. The cc has given me a reader, so I'm thinking I'll have them read essays and we'll discuss them in class. There will also be short written assignments--possibly in a journal--that will also be based on the readings.

As you can see, I don't want this class to be focused on grammar. This a very diverse cc, so I'm fully expecting a wide range of students, and I think teaching them to communicate effectively through the essay format is much more important, and easier to teach, than the grammar. Is this the right idea? I just don't want to waste an entire semester on grammar that should've been learned years ago.

In my creative writing courses, class time was spent workshopping and reading stories, so there was never any problem filling class time. In my comp class, it seems, that filling class time might be a problem since all the essays will be done at home. Sure, I'm expecting to lecture and teach the 3 or 4 different types of essays that will be due, but these courses meet a few times a week. Will the readings and discussions be enough and fill the rest of the time?

Basically, I'm a on the right track here? I've never taught comp before, and all I've been given is a few old syllabi...What else should I be focusing on?

[dr_know]

I've just landed a couple of Comp sections for the Fall semest at a CC. First off, I've only taught creative writing courses and I APed out of my own composition courses as an undergrad, so this might be a little interesting. In trying to put together a syllabus, I've come to this conclusion: I want them to focus almost strictly on essay writing and readings. The essays, which I'm aware are the predominant assignments in a comp class, will hopefully help them learn how to communicate effectively and put together an argument. At this point, I'm thinking 4 essays during the semester (all done at home) and one research paper.

This is similar to what I've done at our CC.  However, we did 3 essays plus the research paper.  You may find that easier.
 

As you can see, I don't want this class to be focused on grammar. This a very diverse cc, so I'm fully expecting a wide range of students, and I think teaching them to communicate effectively through the essay format is much more important, and easier to teach, than the grammar. Is this the right idea? I just don't want to waste an entire semester on grammar that should've been learned years ago.

Shoulda, woulda, coulda.  Welcome to freshman comp.  If your CC has developmental comp courses, then you won't have to spend a lot of time on grammar.  However, some students manage to squeak into English 101, so a few grammar exercises may be helpful.

In my comp class, it seems, that filling class time might be a problem since all the essays will be done at home. Sure, I'm expecting to lecture and teach the 3 or 4 different types of essays that will be due, but these courses meet a few times a week. Will the readings and discussions be enough and fill the rest of the time?

Probably not.  Let them begin some of their drafts in class--I really don't understand your reticence on this one.  Conduct peer reviews (this can turn into a hot mess if you aren't careful).

Basically, I'm a on the right track here? I've never taught comp before, and all I've been given is a few old syllabi...What else should I be focusing on?

Take them to the library and show them (or have the librarian show them) how to use the databases and catalog for their research papers.

[present_mirth]

In my creative writing courses, class time was spent workshopping and reading stories, so there was never any problem filling class time. In my comp class, it seems, that filling class time might be a problem since all the essays will be done at home.

Most comp courses also include a workshop component.  I'd suggest adapting whatever you do in creative writing (with some changes and a LOT more time for training and practice, since I assume creative writing students are more enthusiastic writers and more incisive critics of each others' work than the average comp student -- but the basic principle is the same).

[elsie]

See here (http://comppile.tamucc.edu/wiki/CompFAQs/Home for resources) in teaching comp. You're on the right track with about four essays, but remember to include pre-writing and revision exercises. Think carefully about what you want each particular essay assignment to teach, and design a grading rubric that will get at those goals.

[jonesey]

Don't assume they'll actually read the essays you assign.  If you don't enforce it with, say, a quiz, many of your students won't bother. 

I came from a CW background to comp as well, and the first semester was, well, eye opening.

[panchojones]

Like dr_know said, I will probably let them start their essays in class. The peer review, sounds like a good idea. With that said, how do you feel about letting them revise their essays and turning them in again? Of course, this will double my workload, but I'm not even sure if it's necessary. I rather have peer review during class and then meet with them one on one before the essays are due. Will this be enough? Also, my fear is that once you start letting them turn in revised essays, grading will turn chaotic.

[medieval_spectacle]

Like dr_know said, I will probably let them start their essays in class. The peer review, sounds like a good idea. With that said, how do you feel about letting them revise their essays and turning them in again? Of course, this will double my workload, but I'm not even sure if it's necessary. I rather have peer review during class and then meet with them one on one before the essays are due. Will this be enough? Also, my fear is that once you start letting them turn in revised essays, grading will turn chaotic.

Actually, check those old syllbuses you've been given--I'd be very surprised if they didn't build at least two drafts in for every essay. If they don't, they should have. Drafting and revising is an essential part of the composition class. And if you don't require multiple drafts, students will not do them, and will probably not start writing those drafts until the night before the due date. Building in drafts helps your students to develop good writing habits, and helps you to catch serious writing issues before the graded final submission (speaking of which, you don't need to grade first drafts--just give feedback on them).

I've been teaching comp for about 8 years now, and have helped to train about 30 new composition instructors, and I'd imagine that comp focused on academic writing really isn't too different in principle than creative writing (though I could be very wrong on that!). The class should be focused on getting students to learn new skills of self-expression (in this case, focused on strength of argument and clarity of communication), and on practicing those skills on their classmates and their instructor. Feedback from peers and from the instructor should be a foundational part of the course, as should workshopping papers and informal writing assignments while focusing on different skills. Peer review, if you train the students how to do it, can be very helpful to them--see if you can get ahold of a copy of Peter Elbow and Pat Belanoff's Sharing and Responding to get a feel for ways to talk to your students about why their input and feedback can be important for their peers. But you must train them--very few students are able to give useful feedback right off the bat!

To echo a couple previous posters, definitely see if you can get a better feel for what your CC expects of the course you're teaching; if there's a developmental comp course, you may not need to do much with grammar, but if there's not, you may have to. Same with the number of papers--what is expected by the school? How many papers are scheduled in the old syllabuses you have? Personally, I'm with dr_know--if you're working on a 15-ish week semester, 4 papers plus a research paper will probably be too much. For that length of time, I usually do 2 normal (4-5 pages/2000-ish words) papers, a research proposal (which includes an annotated bibliography), and then an 8-10 page/4000-ish word research paper. For the less formal writings, take elsie's advice further than the main essays, and try to make sure that every writing assignment somehow links in to one of the formal essays. That way students won't dismiss them as busy-work, and you can also use them to make sure that students are doing the reading, rather than having to incorporate quizzes (which most comp students rightly identify as being exercises meant only to check up on them).

[medieval_spectacle]

And one more thing that's at the forefront of my mind, because I'm wrapping up dealing with a case right now: you have to teach them what plagiarism is, why they shouldn't do it, and how not to do it. Do NOT assume that they understand any of this stuff yet.

[dr_know]

And one more thing that's at the forefront of my mind, because I'm wrapping up dealing with a case right now: you have to teach them what plagiarism is, why they shouldn't do it, and how not to do it. Do NOT assume that they understand any of this stuff yet.

Gosh, yes.  This is not a one-class topic either.

With that said, how do you feel about letting them revise their essays and turning them in again? Of course, this will double my workload, but I'm not even sure if it's necessary.

You'll learn.  I'm with medieval_spectacle on this one, too.

[thundering_m]

Don't assume they'll actually read the essays you assign.  If you don't enforce it with, say, a quiz, many of your students won't bother. 

Good point about the reading, Jonesy, but it's not a matter of close monitoring and coercion. The quiz is not enforcing it so much as communicating your interest in their personal understanding... which can be done in other ways. It starts with their reading habits and skills.

Many have been successful without close let alone analytical reading. They are not aware of the skills that  help them recognize patterns in writing, or the use of text cues. If they are focused on factual information and definitions rather than conceptual arcs, they need to be able to recognize the different kinds of knowledge the author is connecting.

The skill of organizing and expressing that knowledge follows having some raw material and a recipe to cook up some ideas to serve other people. It is the social aspect of writing that must be developed: Writing is a dialogue between conversation partners separated by distance. So it helps if they can successfully hold a thoughtful discussion on one topic for a sustained period.

They need to talk out loud to each other, actively listen, respond with rephrasing and make connections and welcome feedback from others. The process of writing needs to be experienced as ongoing and public to prepare them for publication.

But I digress. I'm sure I've expressed similar opinions on other threads but am not technically savvy enough to include the link for you.

[henry_adams]

You might be interested in a related discussion under the Discuss Chronicle Articles section:

http://chronicle.com/forums/index.php/topic,61142.0.html

I hope this helps.

 

[henry_adams]

The original article might be of interest, too:

http://chronicle.com/jobs/news/2009/06/2009061801c.htm

[henry_adams]

Don't assume they'll actually read the essays you assign.  If you don't enforce it with, say, a quiz, many of your students won't bother. 

Instead of quizzes, I give my comp students brief homework assignments in which they write a paragraph to a page in response to the assigned reading.  These aren't how-I-feel assignments.  They're the here's-how-the-essay-convinces-or-doesn't variety.  These assignments aim to make students more sophisticated readers.

[medieval_spectacle]

Don't assume they'll actually read the essays you assign.  If you don't enforce it with, say, a quiz, many of your students won't bother. 

Instead of quizzes, I give my comp students brief homework assignments in which they write a paragraph to a page in response to the assigned reading.  These aren't how-I-feel assignments.  They're the here's-how-the-essay-convinces-or-doesn't variety.  These assignments aim to make students more sophisticated readers.

Same here--sometimes it's homework, and sometimes we do them as in-class writing. I usually try to tie them not only to the day's reading, but also to the specific writing topic that we're going to address that day.

[mountainguy]

Instead of quizzes, I give my comp students brief homework assignments in which they write a paragraph to a page in response to the assigned reading.  These aren't how-I-feel assignments.  They're the here's-how-the-essay-convinces-or-doesn't variety.  These assignments aim to make students more sophisticated readers.

A variation of this assignment is the dialogic journal or dialogic notebook. Divide a standard 8.5x11 paper into two columns. Students write key quotations from the text (or key paraphrased) on the left side side and their corresponding thoughts, reactions, or ideas on the right hand. You have to model these assignments a few times and grade closely to avoid the "I feel/I agree/I disagree" BSing, but it can help students become critical readers.