Writing-Intensive classes have the advantage of enabling learners to use writing as a communication tool in a variety of ways, regardless of their field of study. Storytelling emphasizes the essentially narrative aspect of writing and reading. As a result, it highlights various layers of meaning in a text, and among others ‘subjectivity’. In this post, we will look at examples of informal assignments that encourage students’ engagement and self-reflection through their own narratives and some storytelling writing activities.
Analyzing material using exploratory writing lenses
WAC pedagogy not only promotes writing as a pedagogical practice, but it also underlines its importance in everyday life. As communicative beings, we all write, whether through texts or emails, to express ourselves first and foremost. Making writing directly related to daily issues in its most spontaneous form in class can enhance individual commitment to a course. To that aim, here is an exhibit that can help students engage by articulating their perspectives on a reading in a creative way, as well as an exhibit designed to stimulate students’ interest.
Exhibit 1: A freewrite or exploratory writing activity to identify an argument addressing an issue.
Consider these steps:
Start organizing the reading’s major point by idea mapping on a draft.
What are the key reasons and evidence presented to support that position? As you develop arguments and evidence, you are likely to discover gaps. Where could this argument be strengthened with more evidence such as statistics, examples, and expert testimony? Where and how will you do research to fill these gaps?
2. How can you respond to these objections and counterarguments? Take them one by one and brainstorm possible responses.
3. Also explore again why this issue is important. What are its broader implications and consequences? Why does it matter?
4. Work with a peer to free write a dialogue demonstrating arguments and counter-arguments. Consider the following setting:
Where: a specific context where a debate could possibly take place ;
Who: individuals or experts in the subject who address the reading ;
When: when this conversation occurs ;
In that order, write down each other’s parts: a) background; b) character assertions and examples; c) counter arguments and examples; d) broader implications.
5. Finally, when role-playing with a peer, recount that dialogue, starting with the claim’s eventual threat to the writer’s beliefs and ending with the audience’s potential counterarguments.
Exhibit 2: A freewrite based on a title or a single element that engages students’ imagination.
This type of writing might take several forms, such as the title of a novel or an essay, an initial image, or a piece of artwork. As a warm-up exercise designed to encourage students’ intellectual exploration, ask them to:
1. Generate a list of ideas and imagine a brief prompt with just a single opening element (title, image, artefact, etc.). What do you suppose the topic will be? Can you guess the backstory of that element?
2. Write down the plot that most inspires you in a paragraph (or the story related to an object in the case of an artefact).
3. Present that story to the class and find out how many of you had similar ideas.
The benefit is that both exhibits 1 and 2 can be used as in-class exercises at any point during the semester. They also follow a minimal marking pedagogy and don’t require any particular grading, which might be helpful in reducing a teacher’s workload. That being said, it is worth mentioning that any written activities that engage a sense of intellectual engagement and critical thinking regarding class material can be considered constructive scaffolding tasks that facilitate students’ journey toward a final formal assignment.
Exhibit 1 can serve as a brainstorming tool for a formal assignment on « Processes » rubric (refer to Bean’s book, exhibit 5.3) for the final assignment criteria. Revising and informal writing overall could be included in this rubric. Exhibit 2 can be incorporated into any introductory session of a class or used as a first step of a bigger project. It may, for example, be transformed into a teaser in the style of a movie trailer. For more multimodal scaffolding activity ideas, check out Derek Bruff’s book Intentional Tech.
Whether part of a final project as a scaffolded assignment or an in-class stimulating exercise, storytelling writing tasks contribute to creative learning. While the exhibit 1 assignment fosters critical thinking on disciplinary-specific issues and encourages collaborative projects that promote a sense of community among students, the exhibit 2 assignment aims to engage students through their own imagination and subjectivity, thus expanding their sense of implication. Taking into account their own stories would be an additional step in committing to what they learn. In other words, a self-reflective way to introduce storytelling into class is to make it personal.
Recentering student engagement through life stories
Writing assignments that disclose personal experiences not only acknowledge students as individuals, but also enhance their sense of belonging in the classroom. Why are they here? What brought them to that college, discipline-specific field, or course? Giving students the opportunity to reflect on their own life stories through an informal storytelling assignment can lend meaning to what they do.The Meaningful Writing Project investigated what constitutes a meaningful writing assignment based on college students’ and teachers’ reflections. According to surveys and interviews, three strong patterns appeared in the writing activities that students believed most meaningful:
« The assignment gave students agency to pursue a topic that they were passionate about or that they found especially relevant.
The assignment required students to engage with the instructor, peers, and the disciplinary content of the course.
The assignment made a connection for students: connecting to previous experiences, connecting to a student’s passion, connecting to future aspirations and identities. »
To that end, exhibit 3 is a module meant for students to reflect on their own life narratives. This assignment is intended to provide a space for self-reflective practice that fosters students’ sense of connection to their own experiences, identities, and sense of self, in relation to the course’s disciplinary content.
Exhibit 3: A personal metacognitive free writing.
Guide students on journaling a part of their life story by asking them to identify at least two of these points in a two-page reflective free writing essay. The latter can be part of a diary or a scaffolded assignment included as an annexe to the final project:
1. What motivated you to embark on your professional path? Under what life circumstances did it occur? What drew you to this particular subject?
2. How does what you learn at university relate to past experiences, a passion, or future goals?
3. Why do you want to research that final paper topic or project? Whether a problem/issue/social conflict prompted you to look into a question?
4. Feel free to share any personal anecdotes that brought significant meaning to that class or exemplified something you have learned about.
Overall, storytelling as a pedagogical tool allows students to engage in writing assignments and reflect on their personal narratives. As a result, they are more likely to understand how knowledge can be an empowering tool. In WAC Pedagogy, students are encouraged to be lifelong learners and critical information consumers by actively interacting with consistently critical content, as well as reflecting on their own subjective biases. Educators like Bell Hooks reminds us “the personal is political », whereas Gianni Rodari advocates storytelling as a teaching method “for all those who know the liberating value of the word.” Whether it is a historical event, an idea, a people’s struggle, or an aspiration, there is always a story waiting to be told…
References:
John C. Bean, Dan Melzer, Engaging Ideas : The Professor’s guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom, third edition, Jossey-bass, 2021, p.113 ; p.65.
Derek Bruff, Intentional Tech : Principles to Guide the Use of Educational Technology in College Teaching. First edition., West Virginia University Press, 2019.
Eodice, Michele, et al. The Meaningful Writing Project. Utah State University Press, 2016.
Bell Hooks. “Sharing the Story.” Teaching Critical Thinking, 1st ed., Routledge, 2010, pp. 55–58.
Gianni Rodari and Jack Zipes. The Grammar of Fantasy : An Introduction to the Art of Inventing Stories. Teachers & Writers Collaborative, 1996.
