Adopting a Tree in a Composition Class

I spent some time last night composing the assignment for Essay 2 for my English 101 classes at Spartanburg Methodist College.  Essay 2 has evolved beyond the "adopt a tree" approach that I first had in mind.  It's become an exploration of several different modes.  It will be a collection of several smaller pieces of writing, a bit more involved, but that's O.K. because they have some unstructured time during the week and a half of conferences that comes before Fall Break, which is Oct. 3-4.

They have written directions to the tree and tested them.  They have read two pieces of writing (an article in The Washington Post, which I hope is a gift article link,  about why everyone should have a favorite tree, and this piece with the same thesis, but a different approach) and by the end of the end of the week, they will analyze which piece is more effective, using at least one quote from each source.

They, too, will do something creative; here's the assignment:  

"Include a creative approach to your tree. Maybe you’d like to write song lyrics to the tune of 'Wayfaring Stranger' and record yourself singing it and accompanying yourself on the mandolin. Maybe you’d like to create an infographic.

But you don’t have to be that ambitious. You could take a picture. You could make a cartoon or a sketch. You could collect some leaves, make a bouquet, and include a picture."

They will write a description of the tree, two descriptions, one a factual one, and the other more poetic.  And then, they will write a meta-analysis essay, with this basic task:  "Write a short, multiparagraph essay of 500-750 words that reflects on your experiences so far. You might consider the following questions, or you might have a different direction that compels you. What have you learned as you attempted to do different kinds of writing? What have you learned as you observed the natural world? How have these experiences been different from other experiences you’ve had as a student, as a writer, as an observer of your surroundings?"

As I wrote, I did wonder if it was too big an assignment.  But we've been working on it in small pieces, and they will have some extra time to work on it, before the due date of Oct. 2.

I love that they are getting some experience with different types of writing, and I love the idea that they are doing a bit of learning about research instead of a more traditional research essay.  My hope is that this project is less able to be plagiarized, less able to be written by AI.

As we've gone along, I've reminded them that what we are doing is about much more than a tree.  I've reminded them of how these various skills could be useful in other kinds of writing.  Will they remember?  Who can tell?

But for most of them, this experience of deep observation is not like anything they've ever done before, and that aspect feels most important to me.  The writing that they are doing is much richer than the writing that I often get in the 101 classes I've taught, yet another paper on a social issue that doesn't say anything new, at least not to me, and probably not to them.  What we have been doing in the last few weeks is much less pre-digested, and that is feeding my soul.

Here is the final assignment, as it is now:

Dr. Berkey-Abbott

ENGL-101 Essay Two Assignment

Fall 2024

 

We have spent several weeks exploring not just our physical surroundings, but also different modes and types of writing.  Now we will pull those pieces together.  You’ve already done much of the work in our in-class writings, but you will still need to do a bit more.  Instead of class for the weeks of September 23-27 and September 30-October 2, we will meet for ten minute conferences in my office.  When we are not meeting for our conference, please use the time that you would have spent in class working on this Essay Two project.

 Please note that this Essay has several components.  Please use the following section titles into your document and then follow the instructions for each section and put your writing into the appropriate sections (there’s a document in the course shell in Brightspace, if you want to cut and paste instead of type):

Description of Your Tree

Directions to Your Tree

 Using Outside Sources (a mini-research experience)

 Infographic, Art, Visual, Creative

 Reflection:  Your Experience So Far

 -----------------------------------

 

Directions for the Writing that You Should Put in Each Section:

 

Description of Your Tree

--Write one paragraph that describes your tree factually.

--Write one paragraph that describes your tree with vivid and/or poetic language. 

 

Directions to Your Tree

--Write a set of directions that would get a person from the classroom to your tree (these can be the directions that you created for the in class assignment or you can create something new).  You may only use words—no photos.  Label this section “Directions.”

--Write a paragraph or two that tells what you learned about writing directions from this process.  Label this section “Reflection.”

Consideration of Outside Sources

During the week of September 9-13, we considered two pieces of writing with the same thesis statement, that everyone should have a favorite tree.  You can find those articles in the course shell in Brightspace.

 For this part of Essay Two, tell which writer was more successful.  Discuss at least two reasons.  Make sure to organize your thoughts into 2-5 paragraphs.  Please use at least one direct quote from each author. 

Infographic, Art, Visual, Creative 

Include a creative approach to your tree.  Maybe you’d like to write song lyrics to the tune of “Wayfaring Stranger” and record yourself singing it and accompanying yourself on the mandolin.  Maybe you’d like to create an infographic.

 But you don’t have to be that ambitious.  You could take a picture.  You could make a cartoon or a sketch.  You could collect some leaves, make a bouquet, and include a picture.

Reflection:  Your Experience So Far

Write a short, multiparagraph essay of 500-750 words that reflects on your experiences so far.  You might consider the following questions, or you might have a different direction that compels you. What have you learned as you attempted to do different kinds of writing?  What have you learned as you observed the natural world?  How have these experiences been different from other experiences you’ve had as a student, as a writer, as an observer of your surroundings? 

Remember to use standard essay format, which means you’ll need to think about how to create a compelling introduction that ends in a thesis statement and a conclusion that answers the questions “So what?  What is the significance of what you’re saying?”  You’ll need to have at least two main supporting points with lots of specific details and examples.