People learn to write by writing, by actively practicing the skills that make up the writing process. So the more actively engaged students are in the classroom, the more they will learn.
Here are some of the numerous types and examples of activities writing teachers use [below this list are activities used by instructors in our program. We are working on putting them into the categories]:
Active Voice
http://writing.ufl.edu/ENC1101/Activities/Activate Your Voice.rtf
Cause and Effect
http://writing.ufl.edu/ENC1101/Activities/Logical Causes and Effects in the Headlines.rtf
Coherence
Looking for Connections–Coherence
Mini-Argument–Structure, Thesis, Topic Sentences
http://writing.ufl.edu/ENC1101/Activities/Coherence.rtf
Conciseness
http://writing.ufl.edu/ENC1101/Activities/Concise Writing Exercise.rtf
Definition
http://writing.ufl.edu/ENC1101/Activities/Eliminating Stereotypes with an Argument of Definition.rtf
Evaluation
Evaluations–Movie Review Activity
Examining Criteria and Perspective
Introductions
Library Research
Organization/Structure
Looking for Connections–Coherence
Essay Reorganization–structure
Mini-Argument–Structure, Thesis, Topic Sentences
Pre-Writing
Cubing–Pre-Writing, Narrowing Focus
Rhetoric
Supporting Reasons with Evidence
Syllogism Practice–Deductive Reasoning
http://writing.ufl.edu/ENC1101/Activities/Appealing to Audiences and Avoiding Falacies.rtf
http://writing.ufl.edu/ENC1101/Activities/Knowing Your Audience.rtf
Evaluating Parody–Rhetorical Strategy
Sentences/Grammar
Strike Out Exercise–Syntax and Diction
http://writing.ufl.edu/ENC1101/Activities/Activate Your Voice.rtf
Different Strokes–Developing Voice
Style
Different Strokes–Developing Voice
Thesis
Constructing Thesis Statements
Argument
http://writing.ufl.edu/ENC1101/Activities/Activity for Argument Analysis – Boombox.rtf
Constructing Thesis Statements
Supporting Reasons with Evidence
Syllogism Practice–Deductive Reasoning
Mini-Argument–Structure, Thesis, Topic Sentences
Debate Argument in a Commercial
http://writing.ufl.edu/ENC1101/Activities/Beyonce Vs.rtf
http://writing.ufl.edu/ENC1101/Activities/Calorimeter Art Contest.rtf
http://writing.ufl.edu/ENC1101/Activities/Considering Cultural Difference.rtf
http://writing.ufl.edu/ENC1101/Activities/How To Write Like A Human.rtf
http://writing.ufl.edu/ENC1101/Activities/MAKE SOMETHING.rtf
http://writing.ufl.edu/ENC1101/Activities/Media Literacy–Becoming a Critical Viewer.rtf
http://writing.ufl.edu/ENC1101/Activities/Modified Exquisite Corpse Activity.rtf
http://writing.ufl.edu/ENC1101/Activities/Narrowing Research Topics.rtf
http://writing.ufl.edu/ENC1101/Activities/Rhetorical Analysis Activity.rtf
http://writing.ufl.edu/ENC1101/Activities/Rhetorical Tools and Research Ethics.rtf
http://writing.ufl.edu/ENC1101/Activities/Theses Everywhere.rtf
http://writing.ufl.edu/ENC1101/Activities/Thesis or Summarizing Statements.rtf
http://writing.ufl.edu/ENC1101/Activities/Three Words.rtf
http://writing.ufl.edu/ENC1101/Activities/Using Tone in Effective Email Communication.rtf
http://writing.ufl.edu/ENC1102/Activities/Exploratory Essay Peer Review.rtf
http://writing.ufl.edu/ENC1102/Activities/FallaciesofArgumentActivity.rtf
http://writing.ufl.edu/ENC1102/Activities/Plasencia – Major Exercise 1 – Logical Fallacies.rtf
http://writing.ufl.edu/ENC1102/Activities/ResearchScavengerHunt.rtf
http://writing.ufl.edu/ENC1102/Activities/Synthesis Versus Summary.rtf
http://writing.ufl.edu/ENC1102/Activities/Synthesis Worksheet.rtf
http://writing.ufl.edu/3254/Activities/Balderdash Olympics by Melanie Brunell.rtf
http://writing.ufl.edu/3254/Activities/Elevator Pitch Exercise or Assignment.rtf
http://writing.ufl.edu/3254/Activities/ResearchScavengerHunt.rtf
http://writing.ufl.edu/3254/Activities/Using Video Clips as a Teaching Supplement in ENC 3254.docx
Of course, there are hundreds of examples of these types. Many examples are made available to UWP instructors through course websites.
For novice instructors, using in-class activities has the incidental benefit of taking some of the pressure off. Leading an activity, one doesn’t feel so profoundly on stage because the role of the teacher shifts to that of facilitator. But make no mistake: as facilitator, there is very important work to be done.
Here are some general guidelines about how to make activities work well:
Frame the Activity
Open the activity by explaining the rationale and learning objectives. Establishing the purpose of an in-class assignment, how it relates to out-of-class assignments, and how students will benefit from it will help to focus student participation. Students may not understand the point of an activity if you don’t articulate it.
Write down the instructions on the board or screen or in a handout. Frequently, students misunderstand or forget what they are asked to do which causes confusion and inefficiency.
Close the activity with a summary of what students should have learned (the “learning outcomes”) and an explanation of how to apply the skill or knowledge.
Guide the Participants
Do let the students get started on the activity without interrupting them. However, after a few minutes of work, begin trouble shooting and monitoring students’ progress. For group work, this can be as simple as walking around the class and asking each group whether there are any questions. You can also preview answers to see if anyone is completely off base or has missed the point.
Report Back
Most activities should contain a reporting segment. If students are doing work individually or in small groups, follow this work by asking them to report their findings to the class. Then, as a class, make corrections and additions to that individual work, and try to come to a consensus about the responses.
Make Activities Count
Students will participate more fully if activities count toward their grades. Grades can be pass/fail or participation based. For complex or labor-intensive activities, grades may be assigned on a scale.
Have students turn in some work product for virtually every activity, even if it is just a short list of ideas. This will remind students that the work counts and give you a way to keep track of who participated.
Timing
Especially for new instructors, it can be helpful to plan more than one activity for a 50-minute period. Peer review, however, is time consuming, frequently taking at least one class period to complete. This is especially true the first time you conduct a peer review when you will need to spend some class time explaining how it will work and its importance.