ERIC Number: ED213014
Record Type: RIE
Publication Date: 1981-Jul
Reference Count: 0
Designing a Sequence of Freshman Composition Assignments.
Aubrey, James R.
Increasing numbers of teachers seem to recognize that sequencing assignments is an effective way to teach writing. A sequence of 20 writing assignments was developed by four composition instructors at the United States Air Force Academy in Colorado. The first eight exercises asked cadets to look at and think about their physical surroundings at the academy. Exercise two, for example, asked the students to put in writing what they liked and disliked most about the academy, something they were not accustomed to explaining on paper. Exercise two was predominantly "expressive" in terms of James Kinneavy's "aims of discourse," while exercise five was predominantly "referential." Exercise seven invited students to adopt a persuasive aim as they wrote a letter recommending an improvement of the cadet chapel site or program. Exercises fourteen, fifteen, and sixteen involved the building of a device to tell the students where they were, providing them with an opportunity to work in a group on a technical writing project. Exercise seventeen asked for a narrative journey, actual or imaginary. The last two exercises invited retrospection, with exercise twenty being the final exam. One of the principles around which this sequence was designed was variation of assignments in terms of aim rather than mode. (HTH)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Freshman Composition
Note: Paper presented at the Annual Meeting of the Wyoming Conference on Freshman and Sophomore English (10th, Laramie, WY, July 6-10, 1981).