I find that establishing a context for
composition or theming courses increases student “buy-in” and results in a more
engaged class. Most recently, I have used business writing as a theme for
Composition II. Based on feedback, students appreciate business writing as a
context for composition. I frequently receive emails from newly hired students
thanking me for helping them create job application materials early in their
academic careers.
When
using business writing as a context for Composition II, I encourage students to
write position papers about controversial issues in their concentrations while introducing
them to academic journals, formatting, and elements of argument. I also teach
résumés, letters, and reports by emphasizing the rhetorical elements of
workplace documentation. Business writing can seem product-oriented, so I
stress the importance of process throughout the course. With each assignment,
students submit reflection memos critically detailing purpose, audience, tone,
word choice, and document design. I also use a portfolio method that includes
peer feedback and instructor feedback throughout the drafting stage.
One
specific classroom activity Composition II students seem to enjoy is analyzing
“junk mail.” We all bring in examples of junk mail letters and analyze them for
persuasive technique, document design, and overall content. Students then work
in groups to design and compose a sales letter for an object or service of
their choice. I encourage them to be as creative as they like. The presentation
of these letters is always fun, and gives us an interesting context for
discussing logical fallacies, visual rhetoric, and language. In the future, I
also look forward to developing and teaching an “e-identity” themed section of
Comp I or Comp II.
