Comparing Raisins to Jellybeans in the Composition Classroom

I had such a good time designing autumnal themed writing for my Composition classes in the fall that I wanted to do something similar in this term.  In the fall, I had more days to fill than I had ideas, which led me to try new things, like showing Michael Jackson's "Thriller" video and creating a playlist of autumnal themed music across genres and having students listen and write.  I created the music experience as I was driving to campus feeling unsatisfied with the lesson I had planned--and thus, I came up with something better.

This year, we have three class days, but that works well too.  I have three days planned that lead to writing comparison/contrast essays.  Yesterday was the first day:

Yes, we compared jelly beans to raisins.  Back in January, I had found a raisin mindfulness exercise in this NYT article about a restaurant reviewer changing his approach to food.  Somewhere in the past few months, I came up with the idea of adding a jelly bean.

I gave them two sheets of paper, the pink one for jelly beans and the purple one for raisins.  We went sense by sense describing the two.  And then, I had a worksheet where they compared the two:  five ways that they are similar, with two sentences elaborating on each way, and the same for differences.  They engaged thoughtfully throughout the whole process, and it took longer than I thought it might.

Tomorrow, we'll go back outside to see our trees.  Earlier in the semester, I had each student adopt a tree, and we did a variety of exercises to write about the tree.  Now we'll go back outside to see how the trees have changed--or haven't, because some students chose pines and other evergreen trees.

On Monday, for our third pre-writing, we'll listen to Spring music.  It won't be quite as specific to spring as my autumn playlist was specific to autumn.  I'll have them write about the differences in the music.

Then on Wednesday and Friday, we'll work on turning that material into essays.  I've decided that if they haven't been in class to do the pre-writing work, they will have to choose another topic.  If a student has missed all three?  I will have them go back outside to see their tree again, but first, I will have a conversation about how they need to be in class for all the remaining class days.   And next semester, I'm going to put similar language on my syllabus about needing to be in class for the pre-writing, and that the grade for the final essay may be reduced if the student hasn't been in class to do the work in person.

It's interesting to think about how I once yearned to do more online, so that I had more flexibility.  I got that chance, and it's been great.  Now I am happy to be teaching in person, so that I can do more to control the writing process and require that the students do the actual writing, not some AI tool.

After we do this last comparing and contrasting essay, we have one last assignment, a mini-research assignment which incorporates the mandatory library orientation.  And then we are done--and then, I will catch my breath.