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Rumination, Research, and Revision: Composition through Essay and Inquiry
Cassie Keller Cole
Description
My course emphasized rumination, research, revision. Students read classical essays from
Quotidiana.org, short essays from Brevity (an online literary magazine), and other essays
selected from The Best American Essays, Short Takes, The Next American Essay, and
contemporary literary journals available through the library databases or copied for them into
Blackboard. We began each class with a rushwrite that used the reading as a starting point. We
considered all readings in terms of the questions What does this teach us about writing? and How
can we apply it to what we are doing here and in the future? We continually explored the
question What makes good writing? At the end of the semester, each student created a list of
writing values based off of a broader class compilation and then heavily revised their work in
hopes of achieving those standards. During the semester students were required to submit their
work to a public venue outside of class such as a journal or contest.
My students wrote personal essays. We discussed Montaigne’s “attempts” and “trials” as
the first examples of explorative, inquisitive writing. The students incorporated research,
analysis, and meditation in their writing in order to probe into the questions surrounding them.
Early on in the class we addressed the fact that not all college or life writing is in the genre of
personal essay, but we agreed that learning to write with personal investment would enable them
to find ways to care about other writing assignments and make their work worthwhile beyond
simply handing it into a teacher.
The students completed three main essays and a final portfolio and presentation. With
each major assignment, students met in small workshops twice. I provided extensive comments
for both revisions, but only directed one of the workshops outside of class.
In the short (500-700 word maximum) essay students critically analyzed a question or
quotidian topic to challenge the way they think, make connections, and impose meaning on the
world around them. Because of its length, this first major assignment allowed us to focus on
word choice, syntax, and prosody, learning how every punctuation mark, word, sentence, and
paragraph build upon each other to form an essay. The purpose of this assignment is to harness
students’ grasp on precise language so that it conveys critical and meaningful thinking. We
discussed and honed these skills throughout the semester, but this first essay provides a good
starting point. Such a short assignment aids students in delving into the course material and writing
from their first day in class and establishes an expectation for high-quality work; it also proves to
them that they are capable of meeting that challenge.
Students then wrote a short (three page) analysis of a single word within a contemporary
rhetorical situation (such as an advertisement, a song, or an essay or article). Students researched
the word’s history, denotations and connotations, then argued how the word they chose detracts
from or enhances its context.
The last major paper of the semester was a meditative research essay (8-10 pages).
Students began with a question that intrigued them in some way, then researched in hopes of
exhausting as many aspects of that question as they could. Students were instructed to write
without a specific solution in mind; instead they wrote toward a deeper understanding of a
subject and then revised extensively. This assignment combines the skills practiced throughout the
semester and demands that students delve deeply into a subject that is meaningful to them,
demonstrating an awareness of form and challenging their own and cultural assumptions. In this
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essay, students seek to communicate their process of discovery and thought without being didactic.
This type of writing is challenging, but enables a student to push beyond formulaic boundaries and
analyze a subject with an intimate awareness of audience.
In addition to the major papers and small rushwrites, my students contributed to a class
blog. Each week they responded to one of three prompts and commented on at least two other
students’ posts. The purpose of the blogging-journal was to encourage them to write consistently
and often. I expressed my hope that they would be able to delve into what matters to them and
discover how to articulate those concerns. The prompts ranged from revision practices to class
evaluations, letters to analyses. The responses were generally well done and always interesting.
(See ruminationresearchwriting.blogspot.com).
Students spent the final two and a half weeks of the semester collecting and refining a
final portfolio. This included all of their major papers, a 300 word reflection of their submission
process and experience, and four of their favorite journal assignments. All of this needed to be at
least superficially revised. The paper that they submitted to a public sphere and their journal
assignments needed to be substantially revised. After doing this, they bound their pieces in a
creative and professional way that enhanced the work. Some students collected their writing
within themes or under a defining title. A few students included photo collages that matched
their subject matter. One student turned his into an origami structure because his substantially
revised essay was about learning to fold paper. Another bound his with large slabs of wood and
bolts, suggesting that his writing of the semester was a blend of the natural and mechanical
world. On the day of the final, students gave a presentation on their work and defended the
decisions that they had made in forming their portfolio. The purpose of the project was to make
their work more meaningful for them in a personal way and show that the skills they gained in
class extended beyond the four walls of the room we shared. In submitting their work and
compiling portfolios, students discovered that they really do approach their writing differently
when they think others could be reading it.
Rationale
My students knew from the first day that this was an experimental course. We openly
discussed that much of the writing they do outside of class is rhetorical in nature, but that they also
need to better understand (and be personally invested in) genre, style, and their responsibility as
contributors to society. Writing should be more than an exercise or a first-year course. I wanted
students to realize that their work can (and should) be valued outside of the classroom, that their
voices can make an impact, and that writing is useful to them as individuals and as community
members. I told my students that expanding their critical thinking capabilities and knowledge of how
writing allows them to communicate their ideas plainly can only benefit them. By the end of the
semester, they all agreed that learning to write personally helped them to find connections and
interest in topics that initially did not appeal to them.
Hauser, Bruffee, and Ervin’s ideas about writing in the public sphere encouraged me to invite
my students to challenge themselves and invest in writing that they felt was worth sharing. My
pedagogical decisions are especially influenced by my creative writing interests. Alexander Smith’s
“On the Writing of Essays” posits that an inquisitive and critical mind will always be engaged in
writing, and I include my students in that description. As a result of my own immersion in the writing
process—including workshop and submission—I am in a constant state of revision. This approach to
writing impacts the way I perceive and teach it: my revision stage is never complete. Ultimately, I
wanted my students to trust their capacity to be credible thinkers, readers, and writers.
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Result
Overall, this course surprised me with its success. The class discussions based on the
reading refocused how we approached writing; students saw that art requires clarity and
deliberate organization. While no student could become a professional essayist in four months, I
was impressed by the caliber of my students’ work and the ways they stretched themselves,
learning to ask How? and Why? As students wrote with personal investment in their writing, they
had to develop their own professional and intimate voice and incorporate research in subjects
that had larger resonances.
At first, students resisted the idea of submission, but after completing the assignment they
felt empowered by the opportunity. As we talked about various journals and contests, cover
letters, and interaction with editors (and readers), the students felt a new excitement about their
work—even if their pieces were not accepted for publication, they knew their pieces deserved a
wider audience.
Students feared the final presentation with good reason. I should have presented it as an
oral analysis assignment. This would have helped them to see more clearly the purpose of the
final and the transferability of their skills.
Naturally, each student responded to the course differently, but most felt that they grew
because they had approached new writing styles with their own voices.
Future Directions
If I taught this course again, I would alter a few aspects of it structurally. In the first week
and a half I would assign a short ungraded essay to introduce students to the ruminative essay
without the pressure of a score beyond participation points. While teaching this, I would still
focus on the importance of poetics.
Throughout the semester I would assign a series of shorter analyses that collectively
count as a major paper. Since students should apply analysis skills in all their writing, a group of
short and frequent assignments would benefit them by emphasizing the importance of constant
critical thinking in a variety of contexts.
Since research papers have proven to be the most valuable to students, I would begin
library instruction and the ruminative essay by the fourth week of class at the latest. Students
begin to burn out at the end of the semester. Students will gain more from their most difficult
assignment if it is required earlier because they will still have the energy. Additionally, students
need the library tutorials as soon as possible so that they can practice what they learn on multiple
assignments. Moving the research days earlier in the semester would enable students to
incorporate the knowledge gained to all of their subsequent work.
The last major assignment, before the portfolio, would be the short essay. This would let
them have more fun, use research, and capitalize on their writing abilities.
While the final presentation would remain a thorough analysis of writing values and
decisions, I would also make it a celebration by granting more time for students to read
selections of their work.
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English 150: Rumination, Research, and Writing
Instructor Information
Fall 2009. Section 92. M/W 5:10-6:35 p.m. W012 Benson
Cassie Keller Cole
cassiek3@gmail.com
Office Hours: 4:00-5:00 p.m. M/W, 1:30-2:30 F, or by appointment
Office Location: 3004 JKB
Box Location: Composition Office 4110 JFSB, 8-5 M-F
Required Texts and Supplies
The Brief Penguin Handbook 3rd Edition
Handouts and online resources
Pocket folder/notebook
Class Blog: ruminatitonresearchwriting.blogspot.com
Blackboard: blackboard.byu.edu
Course Objectives
By taking English 150, you will learn
1. To write in a way that enhances thoughtful communication in personal and academic discourse.
2. To appreciate how writing can empower you to become an influential citizen in a variety of
contexts as you participate in the public sphere—both in and out of the classroom—by
submitting your writing and sharing your ideas.
3. To recognize the importance of rumination, research, and writing in society and our lives as you
critically evaluate your own and others’ work and the many rhetorical situations surrounding you.
4. To think, read, and write critically by questioning underlying assumptions, conclusions, and
forming your own connections between ideas.
5. To create and use a flexible and effective writing process (including prewriting, drafting, and
revising) that will enable you to write well throughout your life.
6. To write coherent and unified texts (including effective introductions, clear direction throughout
the body with supporting details and smooth transitions, and strong conclusions) as you control
syntax, grammar, punctuation, and spelling.
7. To navigate the library in order to locate primary and secondary sources, to evaluate the
appropriateness and credibility of those sources, and to incorporate and accurately document
outside sources within your own writing.
8. To realize your capability to be a credible thinker, reader, and writer now and in the future as you
further address the complexity of the world, challenge prepackaged explanations, and seek
connectedness in all subjects and disciplines; you will write to create meaning and understand the
writing process as a way to increase goodwill, cooperation, and compassion.
This is a writing class: expect to write a lot. This course will provide a foundation for your advanced
writing and reading skills, particularly in your capacity to think deeply and with an open mind. As F.
Scott Fitzgerald writes, “…the test of first-rate intelligence is the ability to hold two opposed ideas in the
mind at the same time, and still retain the ability to function.”i I believe that each of you can surpass that
test of first-rate intelligence. I hope that through our study of the essay, you will be inspired to research
and critically consider your own opinions and ideologies. Expect to have fun as we improve our
communication skills through extensive practice. In the long-haul, this class offers you the tools to
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positively contribute to the publics surrounding you. You are the one who determines whether or not to
utilize those tools.
A Warning: We have a lot of work to pack into a few short months. Stay on top of your daily
assignments. Come to class alert and prepared to participate. I encourage each of you to meet with me
regularly. E-mail me or stop by my office during office hours or by appointment.
Course Requirements
Your assignments add up to 1000 points. Point values for each assignment are specified below. Other
requirements—such as attendance, reading responses, or conferences with me—have no positive point
values, but may deduct points from your final grade. You will submit each major paper as a portfolio
showing evidence of your writing process. The portfolio includes prewriting, all marked-up drafts, a
reflective analysis, and the rubric. These are submitted with your final work in a pocket folder. This
means you should save everything you do in this class until the end of the semester. More
detailed information on each of the assignments will be given to you as it approaches. You are
responsible to find out about the homework if you miss a class. I have a policy requiring 100%
preparedness. I reserve the right to call on you at any time in relation to the reading or during class
discussions.
Short Personal Essay (100): Over the course of the semester, you will write two personal essays that
will critically analyze a question or quotidian topic. The purpose of the personal essay is to challenge the
way you think and enable you to connect ideas in a new way. A personal essay is an art of substantial
thinking on the page that invites a reader to also engage in your thought process. The short personal
essay will be your first assignment. It will be 500-700 words long and will be worth 100 points.
Ruminative Research Essay (200): The second personal essay will be your last major paper due; it will
be 8-10 pages long and exemplify the communication skills that you acquire and master throughout the
semester. It is worth 200 points. You will write on a topic founded upon a question of personal interest
and supplemented by substantial research. You will direct your work to a specific publication audience
(such as—but not limited to—a BYU journal like Americana or Intuition). Your chosen topic and
publication audience must be approved by me. The purpose of this assignment is to situate yourself, and
participate, in a professional, public discourse.
Analysis (100): You will write a short analysis examining the significance of a single word in a
contemporary rhetorical situation (i.e. an advertisement, a song, class readings, etc.). It will be 2-3 pages
long and worth 100 points. The purpose of the analysis is to train you to examine how language works to
influence action. You will consider how and why rhetorical appeals are used to represent (and sometimes
manipulate) specific situations.
Final Portfolio and Presentation (200): You will choose one of your major papers (described above)
to submit to a public audience for actual publication. This may include entering one of your pieces in a
contest, submitting it to a print or online journal, etc. Since the submission process can require
significant time and effort, choose early which piece you would like to present to readers outside of class.
Your final portfolio will include a sparkling sample of your semester work: the essay you submit to a
public sphere, reflection on the submission process, all of your other main papers that have been at least
superficially revised, four of your favorite journal assignments typed and revised, and an evaluation of
the course. You will professionally and creatively bind your work together as a book. Your final
presentation will be 5-10 minutes; you will address your work and one of the most valuable things you
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learned about writing. Because your final is primarily based on your portfolio, keep all of your work! The
final exam period is scheduled by the University for Wednesday, December 16, from 5:45 p.m.-7:45 p.m.
in our classroom. No early presentations will be given; you will fail the course if you miss the final. Please
inform your family immediately and plan travel arrangements, weddings, etc., accordingly.
I suggest keeping a folder or notebook to preserve handouts, write notes from discussion, ideas for your
essays, lists of resources, etc. Such a notebook will mark your writing process and aid you in completing
your major papers and progress as a writer. It will also make your final much easier.
Blog Journal and Stylistics Activities (130): You will post your weekly journal assignments on the
class blog: ruminationresearchwriting.blogspot.com. The purpose of a class blog is to practice writing,
allow public response to your work, critically analyze the work of others, create discussion within and
beyond the classroom, respond to class readings, explore the writing process, and share our writing with
others. This will enhance the classroom community as well as providing an online forum for you to
exchange ideas and apply what you learn to personal and public experience. Each journal will require
about forty minutes. I will grade your journals weekly—which means you should be consistently writing
and commenting on it.
Library Tour, Tests, and Research Sessions (45): You are required to complete a tour of the library,
do an online tutorial, and take two quizzes on the information you learned. These resources can be
obtained in the LRC on the 4th floor of the library and on blackboard. In addition, for two class periods
this term we will meet in the library. Since the library will become one of your most valuable resources
throughout your college career, these sessions are not optional. It will be conducted by a member of the
library staff who will present you with a few simple tutorials on how to utilize the library as a resource
for your studies.
Grammar Quizzes (50): A grammar and punctuation packet will be given to you to supplement the
Penguin Handbook; from the information in this packet you will be given five quizzes to complete in the
first half of the semester. You will also complete weekly grammar and stylistics assignments to improve
your writing abilities. Other available resources to help you improve your grammar are webclips.byu.edu,
and Writing Center mini-classes.
Class and Workshop Participation (30): The more you participate the more you learn! I will assign
activities and small writing assignments as needed throughout the semester. These are not necessarily
listed on your course calendar. For each major paper, you will workshop your peers’ work and offer
quality feedback on how that student succeeded and what could be improved. Participation in peer
workshops is not optional. I expect you to use peer workshops as a time to help your classmates while
introspectively examining your own writing.
Reading Responses: Periodically throughout the semester we will have reading response rush-writes
and quizzes. On the days that we do not have reading responses, I will pass around an attendance sheet
on which you will mark the amount of reading you completed (1=less than half, 2=more than half,
3=all).
Extra Benefit Opportunities: Throughout the semester, I will inform you of opportunities that can
open your mind to new ideas and perspectives. Extra benefit opportunities will help you become a better
person and increase your capacity to contribute to your community and your educational experience.
Extra benefit does not mean extra credit—yet, it might in certain instances.
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Conferences: You will meet with me in my office about your papers at least three times over the course
of the semester.
Required Format: All papers submitted for this course must be as follows: typed in Times New Roman
12-point font, double spaced, set with 1 inch margins, pages connected with a paper clip or staple, in
MLA (Modern Language Association) style. The heading will be in the upper left-hand corner and list
your name, my name, the course, and the date. Don’t lose points for not following something so easy.
Class Policies
Attendance: According to department policy, students attending a section of English 150 that meets
two times a week during a fall/winter semester are permitted to miss 2 classes, no questions asked. Each
additional absence will result in a one-third reduction of your final grade (B to B-). If a student
misses more than 20 minutes of any class period, he or she will be considered absent for the day.
Excused absences for student athletes and students participating in other student groups authorized by
the university count toward the permitted number of absences; however, these students are not
penalized for additional excused absences. An important note: I expect you to e-mail me before you will
be missing any class period as a courtesy to me and also so that I can catch you up on important
information.
Tardiness: Come to class on time. You will not be able to make up the rush-writes, quizzes, or other
essential activities you miss if you are late. Three tardies = one absence.
Late Assignments: Late assignments will not be accepted. Seven minutes into a class period when
an assignment is due I will collect your work. Anything after that will receive 0 points and falling behind
will prove detrimental to your progress in this class. Drafts will be required for each paper so that you
will have plenty of time for revisions. One of the aims of this course is to teach you how to take
responsibility for your own learning and I will provide you with guidance and assistance. If you are going
out of town, plan to hand in your paper early. In case of an emergency, please contact me as soon as
possible. I understand that there can be problems with computers and printing, etc. If this is the case,
e-mail a copy of your paper to me before class so that I know you finished it by class, and then you are
responsible for turning in a hard copy to my box in 4110 JFSB by 5:00 of the same day.
Failure Policy: If you do not complete any of the major assignments (short personal essay, analysis,
ruminative research essay, and the final)—you automatically fail the class.
Revision: Writing is a process. You will revise their work extensively leading up to each of the main
papers. If, after receiving your final grade, you wish to further improve your piece, you can but you must
follow my instructions listed here exactly. I allow one week from when you receive your graded paper to
do the following: significantly revise your paper twice (two separate copies), write a reflection of why you
made the changes that you did and how they improve your paper, print off a new final with the changes
highlighted, and turn in your re-vamped portfolio. You may only revise a paper originally turned in on
time. Your grade will be the average of the two papers.
Grading: While grading may seem wholly subjective, I try to make the process as objective as possible
by providing you with clear-cut grading standards. Read your grading rubrics. When you submit the
portfolio for each major paper, you will also include how you would grade yourself based on the rubric
and why. This will make the grading process a bit more collaborative between us. Grades are simply a
form of communication, both to you and ultimately to the university, of the quality of your performance
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in relation to the standard and to your peer group. It is not a measurement of your personal value. If you
ever believe that your work has been mistakenly or unfairly evaluated, please express your concerns to
me. I ask that you reread both your work and my comments before doing so, and that you wait at least
one day from the time you receive your graded work back to contact me. Do not e-mail me about
grading concerns. I will only handle these issues in person.
Grading Scale (BYU Standard)
Points
1000-940
939-900
899-870
Grade
A
AB+
Points
869-830
829-800
799-770
Grade
B
BC+
Points
769-730
729-700
699-670
Grade
C
CD+
Points
669-630
629-600
Below 600
Grade
D
DE
Honor Code and Plagiarism: Do NOT claim work that is not your own. I am a rabid reader and will
notice when students change registers of language in a paper. Students are expected to uphold the Honor
Code they signed. Academic dishonesty is not tolerated at the University. Any paper that is deliberately
plagiarized will not be accepted. The student will receive zero points for the assignment, fail the course,
and be referred to the Honor Code Office. Please see full detail on Plagiarism as constituted in the
Honor Code at http://campuslife.byu.edu/honorcode.
Sexual Harassment: BYU's policy against sexual harassment protects both employees of the University
as well as students. Under Title IX of the Education Amendments of 1972, students who encounter
sexual harassment from other students are protected. If you encounter unlawful sexual harassment or
gender based discrimination, please talk to your professor, contact the campus EEO office (422-5895),
or contact the Honor Code Office (422-2847).
Students with Disabilities: The Americans with Disabilities Act (enacted in 1990) prohibits
discrimination based on disability in employment, public service, public accommodations,
telecommunications, and transportation. The Act is intended to afford the disabled equal opportunity
and full participation in life activities. If you have a disability and need accommodation, please contact
the office of Services for Students with Disabilities (378-2767).
i
Fitzgerald, F. Scott. “The Crack-Up.” The Art of the Personal Essay. Ed. Phillip Lopate. New York: Anchor, 1995. 520.