My class had five (5) people in it.
Over the 2014 summer semester, I was fortunate to take an honors section of Intermediate Composition. And considering I received advanced credit for English Composition, it was the first English class I'd taken at UC. Further, after switching my academic program, it was a part of a 9-hour, part-time summer semester that consisted of entirely "traditional" classes, which was an experience in and of itself.
As you see above, there were only five students in the class. Five. This made for a terribly interesting five weeks in the course, which even my professor noted as particularly unusual. The course itself focused on understanding and applying rhetoric in new ways, in addition to detailed analysis of different writing styles. We read creative non-fiction pieces, wrote our own, and explored how writing and research can go hand-in-hand.
These were the things I expected to learn from the experience. But as I mentioned, having a course with only five people in it taught me a few unique things as well. I learned about the power of the written and spoken word, as well as how we use language in all sorts of ways.
There were several main writings and projects for the course, but the most interesting was the "Clifton Guide." Much of our class discussion emphasized the importance of discourse communities, and for the guide we each selected a particular discourse community to research and communicate information to. For me, it was first-year students. As a member of the First-Year Leadership Program this past year, I was in a group that began a project to create a website for first-year students on how to navigate college life. Our project didn't make much progress during the year, but this class gave me an opportunity to revisit the initiative.
In five weeks, it was hard to get much done. However, I gained valuable knowledge about how to research, survey others, and analyze results to tailor the dissemination of information for an audience. From this, I developed my section of the Clifton Student Guide, which can be found at the following links:
http://cliftonstudent.weebly.com
http://cliftonstudent.weebly.com/first-year-students.html
http://cliftonstudent.weebly.com/the-basics.html
http://cliftonstudent.weebly.com/faq.html
In short, my honors section of Intermediate Composition not only taught me some advanced topics of English and rhetoric to which I had never been exposed, but also gave me several very unique classroom situations that I had never experienced: a five-student class, a five-week course, and my first English course, to name a few.
As you see above, there were only five students in the class. Five. This made for a terribly interesting five weeks in the course, which even my professor noted as particularly unusual. The course itself focused on understanding and applying rhetoric in new ways, in addition to detailed analysis of different writing styles. We read creative non-fiction pieces, wrote our own, and explored how writing and research can go hand-in-hand.
These were the things I expected to learn from the experience. But as I mentioned, having a course with only five people in it taught me a few unique things as well. I learned about the power of the written and spoken word, as well as how we use language in all sorts of ways.
There were several main writings and projects for the course, but the most interesting was the "Clifton Guide." Much of our class discussion emphasized the importance of discourse communities, and for the guide we each selected a particular discourse community to research and communicate information to. For me, it was first-year students. As a member of the First-Year Leadership Program this past year, I was in a group that began a project to create a website for first-year students on how to navigate college life. Our project didn't make much progress during the year, but this class gave me an opportunity to revisit the initiative.
In five weeks, it was hard to get much done. However, I gained valuable knowledge about how to research, survey others, and analyze results to tailor the dissemination of information for an audience. From this, I developed my section of the Clifton Student Guide, which can be found at the following links:
http://cliftonstudent.weebly.com
http://cliftonstudent.weebly.com/first-year-students.html
http://cliftonstudent.weebly.com/the-basics.html
http://cliftonstudent.weebly.com/faq.html
In short, my honors section of Intermediate Composition not only taught me some advanced topics of English and rhetoric to which I had never been exposed, but also gave me several very unique classroom situations that I had never experienced: a five-student class, a five-week course, and my first English course, to name a few.
Here are a few screenshots from my section of the clifton guide.
And here's one of my writings from class - a study of studies
study_of_studies.pdf |