This semester I’m teaching an Advanced Composition course – Web Writing and Content Management. I have all these wonderful, newly published, short articles on why web design, web planning, web implementation, information architecture and user experience design need to work with content creators – the WHOLE time. Fantastic for supporting the goals of Advanced Composition through Web Content Management and strategy, right?
Since it’s week 1 I’m introducing ALL the ideas – what is writing? Key concepts to build foundational knowledge to support future transfer. As I post Active Reading questions to support engaged learning I’m struggling with the non-Composition perspective of writing – learning to write as a skill that will benefit you (learner) forever.
Yes, I completely, 100% agree with that position, BUT I want to know what “learning to write” means. How does one show they can write? If this huge category of web creators need writers, the implication is they need help with writing – so how is successful content measured.
Yes, I study writing so I clearly have all the writing questions – but I’m genuinely curious how this functions in the businesses. I know a few faculty have worked with companies to support writing, and written studies on this, but I’m interested from the teaching perspective. How do I help my students (many are not Writing Studies majors) recognize the need for good writing, and teach them to argue for and value their abilities to employers who don’t understand the skill set?
I love the sequence of a one semester Freshmen Writing and a one semester Junior Writing, but I also feel like Advanced Composition is really complex for the Capstone support and post-graduation support required from a 15 week course. I need to structure readings and writings to support assignments, that have real-world applications, and help students use their writing development to support post-graduation – when they are more concerned with graduating on time. So when the super relevant articles for class emphasize “learning to write” – which is supportive of my curriculum and their learning in my course – how do I also support questioning what that means to support post-graduation critical thinking?