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English 830: Teaching Composition Chapter 2 — The Power of Writing

On Telling Stories: An Overview of Narrative Inquiry

The Power of Writing

Overview

Writing is a complex process. Sometimes it is fascinating. Sometimes it’s boring and pedestrian. Sometimes it can make you weep. Writing can lift you up or tear you down. Writing can change the course of history. It can also make you buy things you don’t need.

A piece of writing can make you fall in love.

Writing can save you, if you trust it. Writing is the most powerful tool humankind has ever created.

Writing is another word for magic.

Guiding Question

  • What is good writing and how do we teach it?

Chapter 2 Required Materials and Tasks

Due July 2 Wednesday: Required Readings

  • None

Chapter 2 Class Activities

Opening

Part 1. Journal Writing: What is good writing? (15 minutes)

  • What is the best piece of writing you have ever read? Why? What made that writing so powerful?
  • What is the best piece of writing you have ever done? What made that writing so good?
  • What’s the hardest thing about writing for you?
  • What’s the best part about writing?

Part 2. Discussion Groups (20 minutes)

  • Talk about SOME of the things you wrote
  • You don’t have to read everything aloud, but share highlights
  • Pick someone to be the Speaker who can share some of these ideas with the whole class later
  • As a group, talk about what makes a piece of writing good
  • Take notes on what good writing is

Part 3. Full Class Discussion (20 minutes)

  • A Speaker from each group will share the group’s thoughts with the class

Part 4. Coffee Break (15 minutes)

  • If things are going well, we will have a great opportunity to get more coffee! 🙂

Part 5. Writing Research (15 minutes)

  • Think of a good writer/good piece of writing.
  • Search the internet to find a sample of that writing
  • Analyze the piece of writing.
  • What make it effective?
  • Why do you like it?
  • What kind of language does it use?
  • How does the piece of writing construct its audience?
  • What makes this a good piece of writing?

Part 6. Discussion Groups (15 minutes)

  • Read a few lines from the piece of writing you found
  • Enjoy the sound of it
  • As a group, talk about what makes these samples good pieces of writing
  • Add to your group’s notes on what good writing is

Part 7. Full Class Discussion (15 minutes)

  • A Speaker from each group will share the group’s thoughts with the class

Part 8. Small Group–Create a Writing Principles Statement (15 minutes)

  • There is so much packed into the CCCC Principles for the Postsecondary Teaching of Writing
  • And there are so many ways to teach writing
  • As a group, try to decide on 5 Principles for Teaching Writing that would help your students create good writing

Part 9. Full Class Discussion (15 minutes)

  • A Speaker from each group will share some thoughts from the group

Closing

Part 10. Some Joyful Music for Writing

Part 11. Journal Writing (10 minutes)

  • Bring your thoughts for the day to a close
  • What brings you joy?
  • Capture that joy in your journal

Part 12. Class Wrap-up (5 minutes)

  • Dr. Pagnucci will close the class session

The Power of Writing

Assignments

Due July 8 Monday: Required Readings–The Writing Process

Due July 9 Tuesday: Required Readings–The College Composition Course

Due July 9 Tuesday: Collect Sample Course Syllabi

  • Find 3 different syllabi for college composition courses
    • Bring links/digital copies to share with the class
    • You may use syllabi from other students in the CAL Program (anyone not in this course), from any colleagues you work with at your home university, from a textbook, or from an online source
    • If you wish to use an old course syllabus of yours, it should be one that is quite different from any courses you currently teach (i.e. it should be an old course syllabus who’s design you abandoned)

Due July 10 Wednesday: First Draft of Course Syllabus

  • Create or Revise a Syllabus for a College Composition Course Syllabus
    • If you have taught college composition before, go over your syllabus and decide how you might improve it
    • If you have never taught college composition, create a new basic syllabus for the course
    • If you wish to work on a syllabus for a different course, you may do so, but the course must require students to do substantial writing
    • You may plan your syllabus for a specific semester or just organize it by weeks (Week 1, Week 2, etc.)
    • You don’t need to include every last detail for your syllabus, but create enough of the course syllabus so we can understand your general plan for the course
    • We will discuss the first draft of your Course Syllabus in class

Optional Materials

These materials are recommended but not required.

Writing Process Pedagogy

Composition Studies