Transferring Strategies

This is my first semester to apply active learning strategies from my literature classes to my research composition class. With half of the semester done, I can say that most of the strategies have transferred well. For example, using groups to rhetorically analyze assigned essays, I can have one group of six exploring a thesis, while another lists types of evidence present, a third detects where transitions are used, and a fourth evaluates the overall effectiveness of the argument. That went fairly well, but my most effective use of active learning in composition, so far, originated in the Discussion feature on Canvas, which I have been using as a tool for students to reflect on their progress this semester.

The prompt was to "describe something you learned about your research subject for our class this semester that has surprised you and then share a question or two about your subject that you wish you could ask an expert in that field." Then, for the day on which we addressed ethos and audience awareness, I wanted the students to think about questions, doubts, and objections readers might have to an argument, and so I wanted each of my four groups to examine two detailed theses and list such possible reader responses to them. However, I didn't want to create eight theses ex nihilo. I also wanted model theses that matched the research of at least some of my students in each group. The solution was to use the ideas the students themselves had shared in response to their discussion prompt to create the model theses (and, of course, the model theses also had significant value just as models). The students on that day stepped up to list, and later share with the whole class, their model theses as well as their questions and suggestions, and I found their participation quite commendable.