Philosophy on Composition Courses

Comanchette R. McBee
Written communication is vital. Students need to understand how to write in a variety of contexts, and
they need to learn how to write well. Of course, this begins with scaffolding assignments, providing supports,
and giving students detailed rubrics and examples. Beyond that, my goal is to make composition classes as
accessible and engaging as possible. Students should have opportunities to reflect upon their writing practices,
practice the writing process, and apply what they’re doing to the real world.
In early composition classes, I enjoy using Amy Tan’s “Mother Tongue” as a conversation starter to
discuss standard American English (SAE). Tan writes about the different Englishes used by her mother and
herself, such as “broken,” simple, and complex English. Tan simultaneously illustrates how individuals are
judged based upon their English, but she also illustrates how that English is not symbolic of one’s intelligence.
This essay provides an intriguing starting point to investigate the myth that English is a unified language.
Students consider the value of different types of Englishes, and how different contexts may require different
Englishes. Ultimately, I believe in students’ right to their own language, but it is prudent to discuss the English
expectations of the academic and business worlds. Context-based writing is important, and students should
always be aware of how the audience, message, and purpose will affect their communication.
Another crucial aspect of composition courses is the writing process. I emphasize writing as a process
turned product. I typically start Composition I with “Shitty First Drafts.” The title piques student curiosity,
while the message shows even professionals write bad first drafts. This reading provides an opportunity for
reflection about how students can embrace the writing process to overcome what they think of as their “bad
writing.” In class, we learn and practice the steps of writing, such as pre-writing activities, outlining, revising,
and editing. For each major essay, students turn in process activities and participate in peer response. For
longer, end-of-semester assignments, they meet with me one-on-one to discuss the assignment and review their
rough draft.
One helpful activity in the composition class is to have in-class time to work on certain aspects of the
assignment. For example, we begin a class by discussing the aspects of effective introductions. Then we look at
three examples, choose the strongest, and discuss it. We end class by writing our own introductions. Having
work time in class helps students who have out-of-class barriers, such as full-time jobs or familial
responsibilities. Using in-class time for work also provides students opportunities to ask questions and get
timely, personalized feedback.
Additionally, composition courses must provide real-world applications. During the first week in
Composition I, students reflect upon how they will use communication in their future careers and personal lives.
We discuss how learning writing can help them succeed in college and beyond. In Composition II, students
reflect upon how they use rhetoric in their everyday lives and how studying rhetoric can help them in their
future careers. When doing a visual analysis unit, I play a YouTube video on how observing art helps doctors,
nurses, and police officers with observation on the job, and students discuss why it is important to analyze
visuals. One of my goals in the next year is to have students create a final research paper that they will use as a
script for a podcast, so they can create something that would be applicable outside of the class.
Composition courses are an opportunity for students to reflect upon and develop their writing practices,
so they can become effective communicators in any situation. Students should be given ample support and
scaffolding to support their development, but they should also be given autonomy and choice as they develop
their voices. By incorporating work time, reflecting upon the role of standard American English, teaching
writing as a context-based process, and emphasizing real-world applications students leave the classroom
empowered.