Teaching and learning in Advance Composition

Lori Cohen’s Advanced Composition class is undergoing a bit of a flip. This week, students have become the teachers. In small groups, students were asked to take on writing basics such as thesis statements, introductions, body paragraphs, and conclusions.

Their objective was as follows:

You and your group members will be responsible for designing a lesson and teaching the class a component of literary analysis in a meaningful, engaging, and memorable way. The goal of this task is for students to feel comfortable writing literary analysis, understanding the novel they have read, and having some tools to approach the different aspects of this genre of writing. Be as creative and thoughtful in your approach as possible.

The first presentation of the week was on thesis statements. As if being in front of the classroom wasn’t nerve-racking enough, students also had to think through their presentation pacing, encourage discussion and engagement, and field questions from their peers. Using a Powerpoint presentation, the four student teachers outlined what makes a good thesis statement and common questions about how to write a compelling one. They then gave an in-class assignment. The class read through an essay without a thesis and was then asked to write one from the evidence given in the essay.

The students in Lori’s Advanced Composition class took charge of their own learning by researching and exploring creative ways to teach an otherwise static topic—complete with homework! These presentations will happen for the next week. Email Lori if you want to learn more about her class!

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