Seek to understand, then to be understood.

One of the ENG 5060 objectives states; "Students will analyze audience and purpose in rhetorical situations and make appropriate choices." The most noteworthy rhetorical interactions I've had during this semester have been during class discussions. Our course is designed to grapple with recurring themes in different ways each week. We've had class discussions about teaching philosophy, leading composition programs, visiting scholar's work and writing workshops. Each week these interactions are initiated with blog posts about concepts introduced in the readings. I've learned to approach each seminar from varying perspectives depending on that week's theme. My approach is an attempt to understand my peer's interpretation of the topic first, then attempt to lend my viewpoint. This is often a humble exercise because I have a natural instinct to debate issues I don't agree with and question ideas I don't initially understand. Listening closely to the ideas being bounced around allows me to develop a sense of the group's collective and individual perception. Only then, can I attempt to communicate my own assertions. The syllabus states that students will learn to "observe and analyze artifacts produced." My fellow-students are the artifacts this semester. It's brefreshing to observe their zeal for the teaching profession and theoretical critiques. Most of my classmates are classroom lecturers and have more academic experience in the English field than I do. Graduate seminar formats tend to compel me to speak whenever a notion strikes me. However, this course has taught me to listen to my audience, understand their reasoning, conjure my own logic and internalize it. My active participation has been an intrinsic reward that might not be immediately evident, but has certainly been successfully accomplished.

The distinction between the two major composition models presented by Mitchell and Taylor illustrates the ways I’ve grown this semester. The ‘writer’ model mirrors my development in ENG 5060 because I’ve been mostly focused on my self-expression through the blog posts. As I mentioned in previous posts; I’ve formulated a process for preparing myself to share thoughts on the weekly basis. In my Medical Rhetoric Course (ENG 5382) I’ve spent more time evaluating the work that I’ve produced. This requires revision for style, format and content, but includes audience awareness as well. Self-expression and quality work are both equally important. However, I’ve learned that it’s difficult to teach both models within one course. Personally, I believe that self-expression is a prerequisite to produced quality. Knowing one’s process, audience and purpose is essential to contribute to any discourse. This will be a driving philosophy within my composition syllabi. Audience awareness begins with self-awareness and I hope to provide an opportunity for my students to reach this goal as well. 

Student-led lectures: If you build it, they will complain.

My business writing syllabus requires students to prepare and deliver lessons from the text each week. This exercise is designed to introduce students to public speaking, group presentation, project planning, measuring success etc. This assignment can pose a challenge due to the students'  lack of teaching experience. Since the exercise essentially hands the teaching responsibility to the students, frustration is expected. I've developed a scheme to prepare them for the assignment and persuade them to appreciate the approach.

First, students are given a brief anecdote about how I came to accept the student-teaching model. This story basically recalls the point in my teaching career where I developed a holistic understanding my academic coursework could not provide. Learning to explain complex material in a simple manner was the main benefit of teaching. Consequently, the lessons became etched in my memory forever. Next, I refer to the writing intensive  course objective within a business context. Asking students to list business communication techniques typically produces the answer, 'training.' Then, we walk through lesson preparation steps (research, planning, presentation and assessments.)

It is suggested that successful business leaders can expect to be held responsible for workforce training. Since this teaching method is somewhat controversial, open debate/discussion is welcomed. Once all concerns have been met, the aim is to ensure students feel properly supported and prepared for the lesson. A classroom observation rubric is provided ensuring students understand the expectations and how to meet them. Students are given the opportunity to use the rubric while assessing each lesson accompanied by sample lesson plans. Students are required to submit lesson plans before presenting as well. Finally, students are welcomed to invite the instructor to join them in the lesson delivery. This option provides adequate support for students that might require additional attention. 

This approach requires fostering ownership on behalf of the students that I believe the measures listed above address. If the students understand the theory behind the approach and accept my genuine intentions, then they will put forth sufficient effort to be successful. Writing the lesson plan and being exposed  to the written assessment structure is an embedded lesson that's actually more important that the lectures themselves. This syllabus is designed with deliverables related to the learning process. The course objectives will be met by confronting the challenge and presenting unique solutions.