Active Learning in Composition: A Rough Draft

Active Learning in Composition
A concern for most teachers and professors is how to actively engage students in their classroom. The objective in most classrooms is to present new knowledge and apply the learned material to an assignment. The troubling issue in most classrooms is to engage the students so that they can then apply what has been taught. Active learning can facilitate engagement, and help the students learn the material better. A hands on approach can leave a lasting impression, and help students succeed in other courses. It is important to note that many times a lecture must be given in order for students to learn the new material. However, what happens afterward can affect if the students will retain the material. The idea is especially true in Freshman Composition where students are beginning their college experience and still have a high school mentality. Thus, the engagement in classroom can be difficult.
The importance of active learning in English Composition is to present the material in a fashion that lets the students actively participate in applying new writing techniques. Active learning is the vital link that can help freshman students acquire new writing methods, and help them succeed in their college career. The primary focus of this essay is to explore the theory behind composition, and to illustrate how active learning can not only engage students but help them apply the learned information. The argument lends a hand to the student and how the student can benefit from active learning. By no means does the essay go against any old or new theories nor state that the only way students can become better writers is through active learning. On the contrary, the purpose of this essay is to present a pathway that may be beneficial for both students and professors in the classroom.
Before examining the significance of active learning in classrooms one must understand the theory behind composition. If students are to become better writers then how can students make the shift from high school level writing to college level writing? Richard Fulkerson tackles the issue of student writing in his article, “Four Philosophies in Composition.” Fulkerson’s “four-part perspective”, (expressive, mimetic, rhetorical, and formalist), helps give a better understanding of what occurs in the classroom (551). The key terms in the “four-part perspective” are the expressive and mimetic. Fulkerson states that, “Expressivists value writing that is about personal subjects…Another keynote for expressivists are the desires to have writing contain an interesting, credible, honest, and personal voice” (552). Clearly, if students are to apply techniques that effectively help them write better it is wise for students to search for topics that interest them. So what can contribute to students’ critical thinking?
The transition that can assist students in thinking about there essays is mimesis. What mimesis offers is a solution that will allow them to consider ideas more critically in expressive writing. The philosophy behind mimesis is that it “…emphasizes logic and reasoning…” (553). Fulkerson describes how the major issue for students is the lack of critical thinking, “Thus, the teaching of sound reasoning as a basis for good writing is an essentially mimetic process.” (553). The exploration of expressive writing must use mimesis in order for students to learn the fundamentals of writing. The philosophy behind Fulkerson’s theory is the idea that what expressive writing facilities are the discoveries of thoughts done by the student
The pedagogy of expressionists consists of allowing the student to make discoveries on their own which will assist their writing. Since the basic concern of all composition theories is the writing process then a more in-depth understanding of the expressionists’ theory is needed. In his article, “Contemporary Composition: The Major Pedagogical Theories” James A. Berlin is concerned with the way composition theories show the, “…way that writer, reality, audience, and language have been defined and related…for discovering and communicating knowledge.” (557). Berlin explains that “Neo-Platonists or Expressionist” is based on the “…sensory experience since the material world is always in flux and unreliable.” (560). A student must exercise the responsibility from within before uncovering ideas outside of their realm. To account for this uncovering Berlin asserts that the, “Truth is conceived as the result of a private vision that must be constantly consulted in writing…emphasize writing as a ‘personal’ activity, as an expression of one’s unique voice” (560). Emphasis is focused upon the student rather than searching externally for ideas. In order for students to effectively become better writers they must first engage in activities that demand attention for their personal choice. For this to come into affect Berlin maintains that, ”Most expressionist theories rely on classroom procedures that encourage the writer to interact in dialogue with the members of the class.” (561). The interaction done by classroom activities reinforces how a personal voice expresses their opinions better. Thus, what should be important in teaching composition in the classroom are the activities that permit students to become familiar with themselves and their voice.
The expressionist pedagogy focuses on the student’s personal voice and explores how this voice can be manifested in their writing. To view how the fundamentals of writing can be explored through expressive writing it is essential to give a brief history over rhetoric and composition. In a recent article by The Bedford Bibliography for Teachers of Writing, “A Brief history of Rhetoric and Composition,” reasserts that, “…writing instruction should emphasize self-expressive uses of language and assist students in shaping their ideas through writing” (7). The process of writing consists of three stages, “…invention, or discovering ideas; and style, or putting ideas into words” (The Bedford Bibliography 1). The “freewriting” done by expressionism can provide the necessary environment for students to begin the early phases of the writing process while still applying the necessary fundamentals. If writing is a process by which students learn as they go then there has to be a way to show students how they can learn and apply the techniques acquired. The Bedford Bibliography article follows this idea by discussing how, “...the new Dartmouth-model writing course encouraged more interaction among teacher and students, more dramatic and collaborative activities” (7). If every professor’s goal in Freshman Composition is to present material for students to use then why not allow students to become involved with the material. Giving students the opportunity to apply what they have learned can demonstrate what the students struggle with, but also show what they are good at. Writing is a process and the only way to work out the kinks is to allow students the opportunity to practice what they are taught.
Moving past expressionism’s pedagogical theory, a central idea that deserves discussion is the established connection between active learning and the transfer of information from the techniques used in English Composition. The opportunity for students to write about their personal interest is a great way to practice better writing; however, sometimes students are dealing with issues that are more serious than personal topics. The problematic issue with expressionism is the inevitability that students will have to write about a particular topic that has no personal emotion behind it. With that in mind, how can students use the skills they are learning to topics that are more serious?
What students are learning now should carry over to other courses that they are taking now or will be taking. In a recent publishing, Smit, discusses how students learn to apply what they have done in the past to the present. Smit explains, “If learners do transfer the appropriate knowledge and skills from one context to another, they do so because they see the similarity between what they have learned in the past…” (119). The impact of Smit’s argument is that there must be a vital link in which students can see similarities between projects. Reflecting on previous assignments students can then apply what they have learned while in the process of acquiring a new skill. Smit continues with, “If we want to promote the transfer of certain kinds of writing abilities from one class to another…then we are going to have to find the means to institutionalize instruction in the similarities between the ways writing is done in variety of context.” (120). Based on Smit’s argument the “transfer” must come from inside the classroom; thus, one can argue that expressive writing could be beneficial for the transfer of knowledge from course to course. With the help of expressive writing this can occur, but one must not forget the critical role active learning plays in the process.
The theories stated above provide the backbone to the function of active learning in the classroom. However, it is necessary first to establish what others are saying on active learning before exploring activities that make it possible. In the article “Quality of Learning with an Active versus Passive Motivational Set,” by Carl A. Benware and Edward L. Deci, it is suggested that, “…intrinsically motivated learning is more ‘active,’ and that this results in greater learning and in more positive self-related affects and cognitions.” (756). Benware and Deci argue that tutoring facilitates active learning, and that the students benefit from the experience. This can also be applied to the “transfer” of writing techniques. Through the use of active learning students are acquiring new skills that they are applying in the classroom. By doing activities that have students working together to peer review their essays teaches greater emphasis on learning the material. The students can learn through mimesis because by thinking critically about others essays they can then think critically about theirs.
Mimesis illustrates how gathering more ideas on a topic can be used in tackling different assignments. Enhancing students’ perception provides the essential opportunity to apply what they have learned. Benware and Deci quote Bruner (1966) and Rogers (1969) who, “…suggest[ed], when one learns things that are useful to a tasks that one is undertaking, learning will be more active…there will be a fuller engagement with the material.” (756). The key to success proposed by Benware and Deci is that if students actively learn then they are more likely to become engaged with the material. The student cannot just learn through theory, but must apply what is being taught. Through activities the student is more likely to retain the information learned, and is able to “transfer” the material to another project. The important theme here is that students cannot just take a passive role in learning. Professors must not forget that at some point whatever the student is learning has to be taught through lecture. However, what is done after the lecture will depend on whether the student will remember what they have learned. Activities can create such an environment that can allow students to become engaged with the material, and actively learn rather than just sitting and being a passive learner.
With students becoming more engaged in the classroom then realistically students can have higher goals that they can then achieve. It must be noted that not every student is going to be participating in each activity. The goal of active learning in this essay is to make others aware that active learning is a vital tool in the classroom. Thomas A. Regelski’s article, “Action Learning,” uses “existential philosophy” to describe how an individual finds reality; “By acting in on the external world, the individual ‘makes’ rather than ‘finds’ reality.” (46). Regelski clarifies that a student can interact in the classroom and make their own reality. The aim for the student is to take in as much as they can. The passive learner will only sit and take notes and not engage in the classroom. What would be better for students is to make their own realities as if what they saw can be applied in other classes. As Regelski puts it, “Knowledge is derived from action…To know is therefore to assimilate reality into structures that intelligence constructs as a direct extension of our actions.” (47). The extension of active learning directly impacts the student and the environment in which they are in. The “reality” of how important rhetoric and composition are to freshman students is one that needs to be taken seriously.

Active Learning

A Look into the Theory and Benefits
Of Active Learning

Here is a brief outline that will discuss how I will illustrate active learning in my essay. One thing to mention is that I am well aware I have only 40 minutes of teaching experience in a college classroom, and that over time my philosophy could change. Based on what I have experience in the classroom as a student and a CI I will take my teaching philosophy in the direction of active learning.
First of all I must introduce active learning in education. I intend to focus, just a bit, over education and where active learning sits in education. The introduction will briefly discuss active learning in college-based classrooms because that is where I believe it is necessary to reach students. Additionally, I will focus on how active learning can improve rhetoric and composition. Though this may seem broad my intention will be to only introduce the idea, then relate other ideas into my essay that will connect them with active learning (I am currently debating, inside my head, which articles are best for my essay).
After the brief introduction and the direction I am taking in my essay, I will inform the reader over the pedagogy of rhetoric and composition. I will look at the work of Fulkerson and the ideas that are focused around an “expressivists” point of view. From Fulkerson there will be a connection to the ideas presented in Berlin’s article as well. The theories expressed in both articles will help set the stepping stone to active learning and how that can be beneficial to students in the classroom.
Current pedagogical theories can then be applied to the history of rhetoric and composition. In the Bedford’s article there are discussions over writing instruction and emphasis on pre-writing stages. My paper will make a turn that begins to situate active learning in these theories. How active learning can help students with critical writing and how that can create a better writer. Bedford’s article will help illustrate the importance of “personal writing” and how different active learning techniques can help freshman students in academic learning.
Finally, my paper will consist of a new film in which Paco Sanchez will address the issues over active learning. The video will show an activity with a student and how an activity over composition can help the student overcome writing issues. The video will help support the ideas I have presented in my essay. Paco Sanchez will clarify how the ideas discussed could work in a classroom environment.

Influence of Rhetoric

As I begin to create my own teaching philosophy I wonder how I will advance my students in composition. Can I actively teach them the tools they need to be better writers? Are the tools that I am teaching ones that only work with me and others? I never have thought of this before and as I begin to write my teaching philosophy I am starting to realize that rhetoric needs a place in my philosophy.
When I think about the classes I have to teach either this summer or next semester I must acknowledge that rhetoric needs to be either my first goal or my second. A question that lingers in my head is; how will I help my students explore ideas outside the box? In the article “A Brief History of Rhetoric and Composition” it is mentioned that, “Invention and arrangement began to be reclaimed for composition studies as preliminary stages in the writing process” (7). What is important to me is that my students not only think critically about a text, but also to be able to think critically about ideas for writing. Whatever form of literature it may be my students should be able to write an intelligent essay over the topic.
If my students are to become better writers and be able to think outside the box, then how can I show them a way to actively think outside the box? Engaging with the students can begin a relationship of trust, and also illustrate that expressing one’s own voice is important in any form of writing. I can once again look back to the article where it says, “…writing instruction should emphasize self-expressive uses of language and assist students in shaping their ideas through writing” (7). My goal would be to allow students to explore their own realm while still using the vital tools of rhetoric to articulate what they are thinking. I want my students to shape and express their own ideas that may influence the way they write.
The hope that I have for my own teaching philosophy is to allow my students to think and create their own ideas, and express their ideas on paper intelligently. Actively participating in workshops that allow them to explore their own possibilities, and never straying away from the importance of writing properly and intellectually.

New technology

I went to google to try and find the best teaching philosophy statement. Here is the URL I found that you can visit, www.academiccommons.org/commons/essay/oneill-simons-film. My interest in this article is that the topic of discussion had to do with my own field, film. The course takes students who have no previous experience handling a camera, much less doing any kind of production, and allows them to explore the use of technology. Finding new ways for the student to use technology, the course offers a better way to think critically about films and to push their own creativity.
The views found in this class are similar to ours, in that the students are able to learn about film theory and put theory into practice. This is exactly what we are doing in our class. We are learning how to apply the theory of compostion in our own classrooms. The hands on approach to both technology and theory benefit the students because they are able to see which is best for them and others. The fact that the article is over film intrigues me more because this is my field, and something I hope to be doing in a couple of years. It is nice to see how other professors are using technology and film to help their students learn.
Another aspect I like is that the course is hands on. While learning the theory of film the students are going through a couple of workshops that allow the student to become fimilar with iMovie. By using this new technology the students are able to show their ideas on their own movie. The technology creates a bridge between the student's own creativity and the theory they have learned. Just like our own projects where we are able to see what is best for us, and what could possibly work in our classrooms. The teaching philosopy does not mirror our own, but does allow me to see how other professors are teaching film and thoery to their students.
Finally, in the projects the students learn how to do I see more of what I need to be thinking about in my field. How do the things I learn now benefit the students I have to teach? I am understanding now how active learning in film theory can teach more to students rather than just taking notes. But, does that help me when I am teaching next year? Could I use the ideas and practices learned in my film classes in my 1301 classes? I think I could because not only am I getting more ideas on how to teach, I am also seeing how active learning benefits the students. I have to learn how to combine active learning in my classroom, and let the become engage with the theory they are learning.

Tackling Invention

The keyword I am doing is over invention. I have thought long and hard how to convey invention in a mini-flick. The first thing I thought of was who was going to be watching the short. Captain obvious would say everybody in the class, but how about a different audience besides peers. Could I think of an audience that would benefit from the keyword invention? The first audience that came to mind was my students. With my target audience defined I now ponder how I could inform my students of invention.
With my new audience I then had to change my mindset. So if I were a teacher how could I convey to my students, in a non-boring way, the keyword invention? There are two possibilities; one would be in the classroom over the theory of invention, and the other would be in a short. Considering I do not have a classroom I will be going with the short. With a mini-flick already decided a new question came to mind; what type of information should I convey to the students in the short? The short I am making will contain how invention is valuable to them currently. All students are using topic and all the brief assignments are part of invention. The short I will be doing will have a script where I convey how the briefs assignments shape the writing they will be doing. I will illustrate how invention works and how invention is presented in their works. By doing critical thinking to answer the brief assignments they are inventing new ways to think and most importantly, how to write. The keyword is a great way to show how everything that they are doing in the brief assignments has a purpose, and how with invention they are shaping the way they think.
I can only stress that the short has to be funny in nature. The short must be comical for the students to retain any kind of information. This is the tactic I will be using. I will purposely make the short funny, but at the same time show way invention is so important to the writing process. The video is for students and will therefore not contain any other articles. The simplicity of the short is beneficial to the student because it provides information over the importance of what they are doing rather then informing them of theories they could careless to hear. This is the approach I will be taking when completing the assignment over the keyword.

Who I am as a teacher

I have no experience teaching and everything that I am learning has me confused as to how I want to teach. We have learned how to use these fancy ways of teaching, that I know work, but I find myself asking if I would be engaged in the classroom? Could I find myself using these great tools to teach my students? Would this be the best way, for me personally, to teach my students? I will only explore the way I believe to be the best teaching method for me.
First of all, my students will be my most important priority. They are the reason I will be teaching and I must do everything I can to make their situation better. Of course I will find that some students just do not care about my class, and that all they want to do is get a passing grade. I will expect that the majority of my students will not care one bit for my class. So how do I get my students engaged with the class, and make their 50 or 80 minutes fly faster for them?
I remember how I became engaged in my class, and how my 50 or 80 minutes flew by. So whenever I get my own students I will try a roundtable discussion. I will want to make every student talk by engaging the students with the topic of the day. Hopefully this will engage at least a forth of the students because realistic not every student will find this engaging. At some point I will have to teach and my students will get bored by my voice. Here is where I will try activities so I never have to talk for more than I have to. These are ways I see my students and how I will engage my students, but this has not answered the question of who I am as a teacher.
So how do I see myself as a teacher? As a teacher I hope to be like the teachers and professors who have influenced me throughout my student career. I will do my best to not be like the teachers who love to hear their own voice. I will try and push my students beyond their own boundaries exploring their own possibilities. After exploring their own boundaries I will then respond to their needs in a positive way. Helping each student master the art of writing by giving positive reinforcement to help them advance. To create a smooth atmosphere to help every student try and break from their shell. This will be my method and I will model one teacher who does more than this.
My model teacher is a person I have always admired, my mom. She has to be one of the hardest teachers I have ever known because the way she challenges students. Her best quality is that she cares deeply for every student. To me that will be my biggest challenge. I can learn everything as far as how to be a teacher, but does that mean I will care? So how do I define myself as a teacher, as a teacher who cares for everyone of his students.

A balancing act

It never occurred to me that one day I would have to decide which is more important to me, to be a scholar or to be a teacher. From that decision I would have to decide my own identity. Do I see myself as a scholar or as a teacher? This has been such a challenge that I still struggle to find myself among my peers. When I was an undergrad I knew everything that I was supposed to, but most importantly I knew who I was. Even coming into grad school I knew what I wanted and especially who I was. Now with rising questions I find my confused and wandering about searching for the answers to questions I never thought of. So I deal with it the best way possible, answer each one separately.

At this very moment I believe that because of the position I am in right now to be a scholar is more important. One of the reasons for that is I do not have my own classroom yet. However, for the sake of an argument I will assume I have a classroom, and with that I will decide that to be a scholar is more important. What I do as a scholar will benefit my classroom because I can then challenge my students. My work must not be for notoriety but for my students. By constantly learning I can then better my students. If being a scholar is only for a selfish act then I believe I am bad at both. I do not want recognition as a scholar because no one can tell me that the job I have done is worthless. The only thing I want is to have my students benefit from what I do in the classroom. You can think of me as being crazy, but my only desire is to become what my teachers have influence me to become, and that is a good scholar but an even better teacher.

With that being said my idenity now is as a scholar. Obviouly I have no classroom, but that should not stop me from looking ahead. I am preparing myself to be better so when I do have students I can help them. The balancing act I do now as a DI will help me when I have my students to balance. I will never stop learning because that is what will fuel me when I am in the classroom. Experience has taught me never to forget where I have been and the roads I have chosen. My road as a scholar will help me be a better teacher because the moment I believe that I cannot learn anything else is the moment my students will suffer. I will always be a scholar, but I will never forget my reasoning behind that, my students.

Distanc and the open mind.

Glen Russell goes into great depth about technology and the distance created by online education. Does technology create a distance that cannot be overcome? Can we achieve a classroom atmosphere in an online education? What technology can offer is a chance to expand education that a classroom cannot. We should not follow technology solely because of what it can offer. Going faster than what we can handle is the downfall to any new technology. What we should do is embrace the fact that technology can create new opportunities we have not even thought of.
The direction of technology should go in a positive matter that will assist the classroom rather then hinder it. The truth of the matter is that we can only speculate how technology will destruct the classroom. Rather then speculate we should be optimistic about the power it can provide. Technology offers a world where people can come together and learn without the constraints of moving to a location. In the cyber classroom people can come together to bring forth better ideas because of the communication. Individuals who have never seen each can share beliefs, concepts, and theories over a simple chat that has been provided by technology. There are many skeptics who do not want to change from the norm. The norm being that the best way to learn is through a classroom. With the expansion of technology should come the expansion of peoples’ mind. To broaden our own horizons and view things in a different manner will only benefit us.
Honestly, I do not have much experience with techonolgy. I do not understand how it works or even how to make technology better suited for the classroom. My only experience with techonogy is through this class where I am learning how to better myself with it. I wanted to keep an open mind about technology and expand my thinking. Without pessimistic ideas clouding the issue techonogy can reach new heights. Just because there is a break from convention, and we put people in uncomfortable situations does not mean failure. By beginning to embrace technology everyone can then see how valuable it can be. The only thing is that we remain focus on making technology better for everyone, and that we always keep in open mind.