So! The hope here is, of course, that my course is constructed in such a way that my students will not fail any assignments. I worked hard to pace the course so that there is ample outlining and revising time, as well as a balance between more rigorous, academic writing and more expressive writing. This is not to say that expressive writing is "easier" but only that they get the opportunity to exercise different parts of their brains.
The few weak spots I could see would probably be in the personal essay, actually. It's their first major assignment and, coming out of high school, I can imagine they might have a hard time breaking that five-paragraph mold and really digging into the research-plus-personal-reflection aspect of a more scholarly, adult piece of writing. This is the main reason I have them write such an extensive outline and also allow them to choose their own research topics, but I can still see that first essay coming out flat or phoned-in.
I would use this as a teachable moment by asking them what pieces of writing move them, and why. Of course this would be an ongoing class discussion as my syllabus includes much "moving" work, but I would point specifically to the flatness within their writing and ask "Why is this happening?" I also think there would consistently be a tone in my classroom of "If you're going to do something, why not do it well?" I had a wonderful yoga teacher who, when her students would start to flag or give up on ab work or what have you, would always say "You're already here, in the room. Why not make the most of it?"
I suppose what I'm saying is that the writing classroom is always a space for motivation. There are less distinct "measurables" so we have to instead teach students how to expand out rather than reach up simply for a grade. This first essay assignment, I'd hope, would be some of my students' initial encounter with that beautiful moment in writing when everything comes together - background research, story, and word choice. How to teach students to aspire for something they've never experienced is always a hard road, but I think the writing classroom is the perfect place to do so. I want them to exhaust themselves on these personal essays, and I want them to feel proud of that exhaustion.
To sum up, then, the moment in my syllabus where my students might "fail" has less to do with a specific assignment and more to do with motivation and inspiration. I think that is the good fight I'd be fighting for the first few weeks, but ultimately writing would come to feel satisfying and even exhilarating for them.
I, too, worry about the created motivation of students in class. The coaching approach (as found in your Yoga Instructor example) could be one of the most important traits of teaching FYC. Thinking back to Friday's guest speaker, the idea that the instructor is a coach really resonates with what I think we do/ are able to do. When I worked at the writing center at SHSU, we use to train new tutors that we were the rope/lifeline that may help students maintain their walk in academia or professionally. Having come from a university that had a high percentage of non-traditional students, oftentimes those and the first years who had never been away from home needed coaching or guidance to finish that "ab workout" [since they were already there]. I feel like I have been rambling, but this post really got me thinking and I found it to be kind of inspiring. #Fightingthegoodfight
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