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.
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.
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