I believe that writing at its most basic level is a set of communication tools that is available to all students. Teaching writing involves more than sentence structure, grammar, punctuation, and style. Yes, all of those components are found in composition instruction (and should be), but teaching composition today requires framing the class as a hybrid of communication, writing, editing, revision, graphic design, reflection, mass media, socialization (among students), and strategy. It is my mission as a teacher to define composition to students in this way; seeing writing as a vehicle helps students achieve larger goals such as advocacy, finding one's voice, engaging with other students, interpreting media, and gaining new technological skills.

Connecting knowledge gained in class to future careers

As a college student I often wondered how what I was learning in my core classes would support me after graduation. How would the knowledge gained in this class lead to skills that I could use after I completed my degree? A teacher should answer this question before it is asked. Students should not have to fill in the blanks and guess at how the class will provide them knowledge, skills, and new abilities. As I embark on my journey as a college composition teacher, I strive to bridge the gap between class knowledge and career skills students need to succeed. As I often proclaim, students need to develop their writing skills, regardless of their major. 

Three foundations that build my philosophy

My three-pronged philosophy is that the teaching of writing must be relevant (students can make a connection between their academic writing and their future careers), comprehensible (students can understand it fairly quickly), and applicable (students can easily and simply apply it to their writing). As one may observe, the brief definition of each term is student centered. Students should be able to evaluate my teaching as relevant, comprehensible, and applicable.

Teaching writing as a relevant set of skills

Why does it matter that my teaching is connected to relevant skills that students will use in their academic and vocational careers? When students cannot connect class instruction to tangible skills used across careers and majors it generally results in a loss of interest and motivation. There are students who are motivated to learn because they just enjoy learning (regardless of any relevance), but these students are not representative of the typical college student. Motivation affects learning. I have observed this as both a high school teacher and graduate student. Framing writing as a transferable skill has a positive impact on motivation, and thus student learning.

Comprehension in a 50-minute class

Though relevancy is important, if FYC students do not quickly comprehend my instruction, then there is a chance that the lesson may never be absorbed. By quickly, I mean the concept can be understood by students in one class period. As I begin teaching English 1101 and 1102 at Kennesaw State University, I must realize that I only have 50 minutes per class to teach. FYC instructors generally do not have time to stretch a concept over multiple weeks, while also having peer review time, individual instruction, and writing practice.

First Year Composition as a foundational course

I believe FYC is not the place to introduce highly complex rhetorical or writing concepts; some students enter college without ever having written a thesis statement. I know this to be true from working in the Kennesaw State Writing Center, thought this challenge is not unique to Kennesaw. High school English often does not focus on gaining substantial writing skills like crafting a thesis, analysis, or research-based writing - Literature dominates instruction. Knowing this reality, I am cognizant that the skills and knowledge of FYC students span a range that varies significantly. Therefore, my teaching seeks to build a strong writing foundation in my students before advancing to more complex lessons towards the end of the semester.

Application matters

Making my instruction applicable to students’ writing is equally important as my first two components. There are some  excellent writing lessons that may not apply to the sorts of writing that is typically done by FYC students. Rhetorical Grammar by Kolln and Gray is a highly applicable book for graduate students, but I would not use it in FYC. Diving into adjectival and adverbial phrases would be a misguided learning activity for students. Simple learning modules like the sentence starter templates in They Say / I Say by Graff and Birkenstein give students a highly applicable writing device that connects to FYC goals. Modeling found in this book is an effective strategy that I use in my classes and because it connects the instruction to application in class. If students can't respond to a prompt in a few minutes than I have failed them as a teacher. Simple application does not mean that the instruction is not impactful.

Always check for understanding

So how do I know if students are learning and developing their writing skills? I confirm their comprehension by frequently checking for understanding. This means that in class I provide students with the opportunity to show me what they have learned from my daily lesson by writing through exercises. I monitor their written responses by walking the classroom and support them when they have difficulties completing the task. Writing is both a knowledge and a practice. As I support students in class as they develop their writing skills through practice, I show them that I value knowing that they have mastered a new writing skill or strategy. Assuming students understand a concept is not a pedagogical strategy. Conversely, confirmation of learning is fundamental to teaching.

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