Like any other act of teaching, composition classes do come with a package of objectives. While some of these objectives are part of the conscious design of the course, others are accomplished imperceptibly along the way. This is possible because writing itself is a nuanced act. A writing assignment is not merely an opportunity for a student to sharpen his/her writing skills. It is certainly one of the objectives of a written assignment. But along with it, the writing task is also an opportunity for acquiring a host of allied skills such as critical thinking, organizing thoughts, documenting sources, cultivating audience awareness, expanding knowledge, applying rhetorical strategies and so on. This multiplicity of achievable ends, implicit in an act of writing, adds to the complexity of making a definitive statement about the end of composition classes. However, it is possible to emphasize the importance of one skill over another and translate it into one of the conscious goals of a composition class.
Among other objectives, a composition course should aim at fostering the habit of critical reading in students. Critical reading in a composition class serves students both as writers and readers. As critical readers of their own writing, students examine their responses to a particular question, challenge the strength of their hypotheses and assess evidence they have used to support their claims. This process of self evaluation intellectually equips them to form a critical perspective on their own writing—a prerequisite to addressing their weak points as writers. As critical readers of papers authored by others, students become discerning consumers of information. This is of particular relevance to the present age in which individuals have to navigate their way through a tonne of information floating in the cyberspace.
There are different ways in which writing instructors can prompt the development of critical reading faculty in students. Adopting the practice of peer review in classroom is an effective way of doing it. During peer review sessions, students “read” and critique each other’s work. This process of mutual review offers them the scope of acting as critical readers of the content presented in the writing. When this kind of reading happens over a period of time, students end up transferring this critical perspective to their own works. This in turn helps them to improve as writers.
Among other objectives, a composition course should aim at fostering the habit of critical reading in students. Critical reading in a composition class serves students both as writers and readers. As critical readers of their own writing, students examine their responses to a particular question, challenge the strength of their hypotheses and assess evidence they have used to support their claims. This process of self evaluation intellectually equips them to form a critical perspective on their own writing—a prerequisite to addressing their weak points as writers. As critical readers of papers authored by others, students become discerning consumers of information. This is of particular relevance to the present age in which individuals have to navigate their way through a tonne of information floating in the cyberspace.
There are different ways in which writing instructors can prompt the development of critical reading faculty in students. Adopting the practice of peer review in classroom is an effective way of doing it. During peer review sessions, students “read” and critique each other’s work. This process of mutual review offers them the scope of acting as critical readers of the content presented in the writing. When this kind of reading happens over a period of time, students end up transferring this critical perspective to their own works. This in turn helps them to improve as writers.
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