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An artist would not bring a collection of paintbrushes to learn how to scuba dive. And a soccer player who is well-versed in the rules of the game would not walk on to a baseball field and expect to play by soccer rules. In the dawn of their academic career, the incoming first year students will likely not be keenly aware of how common sense strategies like these can be harnessed during their journey toward graduation. After just a few weeks serving as their guide into the world of writing and rhetoric, my goal is for critical thought and analysis to become second nature for each and every writer in my class.

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The process of encouraging development in rhetorical composition is primarily a function of effective communication. It is often challenging for students when they first begin to grapple with new concepts in rhetorical analysis; however, I have been honored to learn from my students that one of the most effective ways of encouraging the incorporation of these concepts into the everyday language of the students is by asking them the following: “What is the goal of this assignment, and do you feel like I have successfully communicated to my audience how to succeed?” This jumping off point invites critique from the students while simultaneously requires them to use the strategies of rhetorical analysis. Perhaps the assignment sheet is unclear. Wonderful! I ask the student to show me where they felt communication was unsuccessful; show me the evidence. After expressing my gratitude for their help in making sure the assignment sheet is more clear, I also praise their use of rhetorical analysis. Many students do not realize they are analyzing the assignment according to purpose and audience. This everyday assessment of their mastery of rhetorical concepts builds confidence and encourages a safe environment for expressing well organized and supported opinions.  

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This strategy is inspired by Bean’s methodology of effective feedback. In Engaging Ideas, he describes the following moment: “When a teacher wrote, “Be more specific,” students reacted this way: You be more specific” (Bean, loc. 7568). When I read this, I thought, exactly! Our writing and rhetoric courses are a journey of self-reflection and revision. What better way to encourage these strategies than incorporate the students feedback into the course material? Feedback is the main method by which we establish a dialogue and guide students toward achieving our collective goals. By asking the students to also provide feedback about the course, they are encouraged to think critically and practice constructive feedback techniques which serve to improve the course outcome while strengthening their abilities to participate in academic discussions. Students learn by applying concepts directly to the course structure. This solidifies our joint commitment to the success of the course and acknowledges the students’ efforts in ways other than simply assigning points to written assignments. While the fundamental assessment of the goals is reflected in the revision process and production of papers, students also earn points for their assessment of the course throughout the semester. By approaching the classroom as a group effort, a journey through which success can only be achieved through earned and mutual respect and encouragement, I hope to create an inclusive learning environment where every voice contributes to our course outcomes.

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My aim is to develop a growth mindset learning community that helps foster increased collaborative discussion in the classroom. If the student feels empowered to comment on the communicative strategies of the instructor, I hope this will help build their confidence and encourage constructive feedback toward their peers as well.  Learning is a process and my goal is to help each student identify the strategies that work best for their own process of acquiring new knowledge and succeeding when faced with new challenges. I break down complex theories into applicable components; rhetorical critiques consist simply of learning a new set of rules and becoming familiar with new ways of interpreting information. Just as a new soccer player or a new scuba diver will need to leave some of their knowledge and assumptions aside to explore new ideas, so will the student of writing and rhetoric be asked to add key skills to their academic toolkit. Throughout the semester I will use time writing classroom assessment exercises with the dual purpose of providing the students with a moment to reflect on their analytical progress and to help me adapt my lesson plans to maximize the learning outcomes.

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A main goal for my students is to increase their adaptability and develop strategies for deciphering new rules and expectations. If a student asks me how to include a citation, I help them find the information and acquire the spirit of exploration. A citation is, after all, simply a set of rules that applies to the task at hand. The next professor may require a completely different format. Students committed to seeking out new knowledge are better prepared to face these upcoming challenging and find creative and resourceful solutions on their own. I hope to not just help them learn the material in the course, but help them develop a toolbox of learning strategies that will help them on their lifelong pursuit of knowledge.