Informal In-class Writing Suggestions
Short in-class writing activities can serve multiple
purposes, whether they occur in a class that is writing intensive or
in one where the instructor just wants students to focus on the lesson
or the reading at hand. They often allow students to reflect on larger
assignments. They can help foster critical thinking and retention of
recently acquired material. Perhaps most importantly, they give students
the chance to practice writing in an informal setting without the pressure
of grades. (Instructors new to writing intensive courses sometimes feel
that every piece of student writing should be assessed, graded, or,
at the very least, responded to. In general, the more students write,
the more practice they get in coming up with and expressing ideas. Even
very informal, "off-the-cuff" writing can lead to improved
writing.)
Here are a few informal in-class writing activities that I have found
useful:
First Day of Class. Many instructors have students introduce themselves the first day with a short speech. While speaking skills are important, think of using an introductory exercise that incorporates both speaking and writing. When I took a graduate course with the novelist Lore Segal, she began the semester by having students write two paragraphs about their name: origins, meaning, feelings towards, nicknames, etc. Students then volunteered to read their writing out loud. Students enjoy this exercise, and teachers get the chance to become familiar with their students by name. Variations of this exercise include having students write about the subject matter of the class: "Why do you want to become a special education teacher?" "What do you hope to accomplish this semester in this class?" Having students write the first day sends the message that the instructor values writing.
Introduction to the Big Research Paper. Students often feel anxious when first presented with the instructions for an extended research paper. Have students free-write for fifteen minutes everything they already know about the topic, including their first encounter with it, knowledge about the topic they consider factual, feelings towards the topic, how the topic is often perceived by others in the field as well as by the general public, etc.
Round-the-Room. This is one of the most valuable pre-research paper exercises I have come across. Students take out a sheet of paper and write their paper topic and/or title at the top, for example: Gender Differences in Conversation. They then pass the paper to the person to the right, who adds either a written comment or a question. Example: "Deborah Tannen has written a lot on this. You should check out her earlier work." Or: "Good topic, but be aware of cultural differences as well. In my family, for example, the Italian women are more linguistically assertive than many of the men." Students continue writing until every person has had the chance to respond. (Does not work well in classes over twenty-five.) By the end of the class period students not only have good ideas they may not have thought of initially, but also a broader sense of audience.
The One-Minute Paper. There are basically two variations of this. Students begin the class by writing informally for a few minutes, jotting down any questions they may have about the day's reading or material as well as any observations they may not have had the chance to record during study sessions. OR: At the end of a class where new information has been presented, each student briefly summarizes the major point made during the hour, adding any questions he or she may still have about the topic. A few students can then read their responses out loud. Activities such as this one, when completed several times throughout the semester, can help students synthesize and remember often-complex material.
