Writing His Own Story: Miguel Chavez
Miguel Chavez participating in the Bataan Memorial Death
March at the White Sands Missile Range on March 21, 2004.The Challenge
Ideas always come to SDSU student Miguel Chavez in his native language: Spanish. Miguel is a first generation Mexican-American who puts great effort into expressing his thoughts accurately and elegantly while writing in English, his second language. This hasn't been easy. "Making sense of the ideas I have, putting them into a different language has been a challenge." To Miguel however, meeting that challenge is the only acceptable course of action. In RWS 92B: Developmental Writing, he has begun to master the art of writing in a language that he has also not always spoken effortlessly.
Committed to Success
Miguel's commitment to succeeding in the university's ROTC program has helped him recognize the importance of clearly expressing himself in writing. Cadets must write and deliver information to their sergeants frequently, and Miguel knows that information has to be accurate. "In critical situations, like the situation we're involved in now in Iraq, the things I write have to make sense." Miguel also recognizes the importance of writing well in terms of his larger goals. "Good leaders have to be good writers," he explains, noting that he also values writing as a way to communicate with powerful leaders such as senators or the President of the United States.
Examples of Student Learning Outcomes for Rhetoric and Writing 92B: Developmental Writing
- Organize writing around a central point, focus, or thesis.
- Cite outside sources correctly within writing produced for the class.
- Identify the global and local structure of written work produced by others.
- Select global and local structures to apply to written work for course.
- Utilize information from supplemental texts to support ideas.
- Distinguish among a range of discourse styles in public prose.
- Select discourse styles to utilize in written work for course.
- Identify the denotative and connotative meanings of words.
- Follow the basic steps of writing including drafting, editing, and revising.
- Apply conventions of Standard Written English to writing.
- Read class texts critically to develop ideas for writing projects.
The Magic of Revision
Miguel believes RWS 92B has helped him improve his writing skills tremendously. "Writing has gotten easier for me. I've had lots of practice." Student portfolios submitted at the close of the semester include no fewer than eight pieces of writing. Miguel most valued the emphasis his instructor placed on the revision process. Students revise their writings several times over the course of the semester. ". . . . sometimes I notice that I am repeating words that I didn't see at first." Miguel has found that revising allows him not only to perfect the piece he's working on but to help him understand his strengths and weaknesses as a writer.
Making His Way in a New Land
When asked which of the writing assignments he enjoyed most, Miguel immediately replies, "The photo essay was fun because we have to use our imaginations." Several weeks after receiving a photo of a man pulling a loaf of bread from an oven, Miguel was making final changes to a story about Francesco Campanili, an Italian immigrant finding his way in the United States, and success as a baker in his adopted country. The photo essay assignment gave Miguel an opportunity to express his creativity and dream a little of the future he has planned for himself. Like Francesco, Miguel is looking for success in his new country and he knows it won't be found in a loaf of bread, but in a pen that he has learned to wield well, thanks, in part, to RWS 92B.
Evaluating Rhetoric and Writing 92B: Developmental Writing student achievement
- Letter grades are not issued for Developmental Writing. Instead, students submit portfolios at the end of the semester. Instructors then evaluate the portfolios and assign scores of Commendable, Passing, or Not Passing. Scores of Commendable or Passing meet the Lower Division Writing Competency Requirement.
- A Whole Process Essay completed in RWS 92B is a writing assignment which has evolved from students' original exploration of assigned topics. A whole process essay includes all free writings, clusters, and drafts, which ultimately lead to a finished essay. Other revised writings in the portfolio include assignments directed to a specific purpose and audience, such as a letter to the editor. Most of the writing assignments are text-based.
- Timed Writings in RWS 92B require students to respond to familiar readings. A student's timed writing must have a clear, central idea which controls the content of the paper. In unified paragraphs, specific examples and detail support this idea--the thesis.
Evaluating the Rhetoric and Writing 92B: Developmental Writing Course
- Candace Boeck, the instructor of RWS 92B is committed to helping her students become good writers. She asks students to give feedback on learning outcomes during the semester to find out what's working for them, and what's not.
- Students receive the portfolio rubric on the first day of the course. The rubric states the criteria to succeed in the course.
Making Rhetoric and Writing 92B: Developmental Writing better
- Instructor: "Students would like to see more timed writings during the semester. Some have also asked for more class time to work on their writing. We will consider these things."
Click here for more information about the SDSU Department of Rhetoric and Writing Studies.