Monstrous Composition

Reanimating the Lecture in First-Year Writing Instruction

Bibliographic Data

ID21307682
AuthorsMarika Seigel, Josh Chase, William De Herder (0000-0002-8883-475X), Silke Feltz (0000-0002-3872-8043), Karla Saari Kitalong, Abraham Romney, Kimberly Tweedale
Year2020
Volume71
Issue4
Pages643-671
Publication date2020-06-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCollege Composition and Communication (JOURNAL)
Journal identifiersISSN: 0010-096X • E-ISSN: 1939-9006
PublisherNational Council of Teachers of English (PUBLISHER • US)
DOI10.58680/ccc202030728
OpenAlexW4385821434
LanguageEN
Citations received2
References cited9

This article reports on one university’s experiment in resurrecting and reanimating the composition lecture, a one-hundred-plus student section dubbed “MonsterComp,” including the process, outcomes, and lessons learned. Although this restructuring of the first-year composition course was partially motivated by administrative pressures, the main motivation behind this experiment was to enhance teacher training and support while still retaining the workshop environment and low student-to-instructor ratio of traditional composition sections. The course involves multiple stakeholders, including the WPA and graduate student program coordinators, graduate student instructors, and course-based coaches from our university's writing center. Assessment of student work, observations of the course, and surveys administered to stakeholders indicate that the course was successful in terms of teacher training and preserving student learning outcomes

Composition (language) · Graduate students · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Writing center · Higher Education Practises and Engagement · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback

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