Empoword

How to Use This Book xxxiv engages your audience? When did you realize that your purpose would determine your style, length, or content? I also encourage you to gesture to the many forms that rhetoric takes. Although you are likely using this book for a class with “Writing” in the title, another primary goal of this book is to advocate for critical consumption and production of rhetoric in all its forms. EmpoWord is centered on the nonfiction essay form (in order to satisfy the typical academic requirements of foundational college courses), but very little of the writing, reading, speaking, and listening our students do is in traditional essay form. You can contribute to their critical encounters with all kinds of media and rhetoric that permeate their lives. Assignments and Activities Depending on your course schedule and your pedagogical priorities, the content of this book may be too much to teach in one term. I imagined this book as my ideal curriculum: if I could move at a breakneck pace, teach everything I wanted perfectly and efficiently, and expect quick and painless work from all of my students, my course would probably follow this text directly. However, this has never been and will likely never be the case. Teaching is a game of adaptation: we must be flexible, responding to our constraints and our students’ particular needs. To that end, I encourage you to pick and choose the units, assignments, and activities that you find most valuable. I also encourage you to tailor those units, assignments, and activities to your particular class by adding parameters, providing supplementary materials, opening up discussions, and locating assignments in the sociogeographical place in which you find your class. 2 You can also zoom in on certain chapters and create your own corresponding assignments, curriculum, or activities: for instance, if you wanted students to write a purely descriptive essay, rather than a descriptive personal narrative that includes reflection, you could teach from the chapter on description, expand it using your own materials and related resources, and modify the culminating assignment appropriately. All that said, another major goal of this text is to provide support to developing instructors. Especially if this is your first experience teaching, you are more than welcome to use this text to structure and develop your syllabus, conduct activities, and prepare assignments. Rely on this text as much as you find it useful. One major insight I have gained from teaching this book in its pilot version is that students learn more when I block out time to discuss the activities after they have been completed. Each activity in this text is designed to help practice a discrete skill, but developing writers don’t always make that connection right away: be sure to allow for time to debrief to explore what the students can take away from each assignment. Doing so will allow the students to translate skills more easily. Furthermore, they will also reveal learning that you may not have anticipated, providing for rich in-class discussion.