The Importance of Showing Examples
by Kate Loehman

Because rhetoric is unlike any of the classes our students have taken in the past, we must be prepared to explain the process as many times as possible. We should keep in mind that our students simply aren't accustomed to process-based learning and therefore, whenever possible, we need to be able to demonstrate the kinds of work we expect our students to undertake.

Observations

The observation section of the LRO is a large part of the portfolio and uses of it vary widely from instructor to instructor. It is most helpful for students if, at the beginning of the semester, we can describe how we want them to use the space. Ideally, we will be able to provide a series of examples of such work. If we want students to use it as a place for free writing, we should select a series of entries that will demonstrate the breadth of possibilities for the space. If, however, we want students to use it as a space for observations specifically about their learning in this course, we should be prepared with samples to demonstrate this function.

It is important to return to this issue throughout the semester. You will have commented on your students' observations, and they will know if their work is meeting your expectations. Therefore, once they have begun the observation process, it can be helpful to go over your expectations of the space's function again (several times mid-semester even) to reorient students who have not yet grasped the purpose.

Some TAs find it helpful to periodically present (with permission) student observations that are particularly insightful as they are written. This often inspires other students to incorporate their fellow student's strategies. (You may not want to do this very often, but if you do, be sure to select observations from a variety of students for a variety of successes. Rather than suggesting favoritism and competition, you want to take care to convey your faith that all your students can produce valuable and insightful work that you expect.)

Essays

It is often helpful to provide samples of written student arguments that meet (or even fail to meet) our stated expectations. In theory, this is what we have been doing all semester long—examining arguments for the strengths and weaknesses of their approaches. Even if we do not wish to distribute or examine student samples, we should remind our students to use the essays they have read as examples. Often students are intimidated by the quality of the essays from the text, and in those cases, it could be helpful to present arguments written by students with their experience level. For this reason, many texts provide examples of student work. This is generally a safe solution to your students' performance anxieties.

Revision

Another area that can generate student anxiety is revision. Students may never have been required to revise work for a class before and instructors can take steps to reduce this anxiety. One of the activities we can plan is a group revision discussion of a sample paper. We can even have the class help us revise one of our own rough drafts. For example, one semester I distributed a sample to my students for them to read and help revise. Then I projected a word document onto the wall, and students told me what changes to make and what parts required additional attention. They questioned each other and incorporated each other's ideas, and because we were in a single group, I could still ask questions to draw their attention to certain issues. (This works best in small groups and the activity would have to be altered for a larger class.) Even if your class size does not present the opportunity for revision workshops, individual student conferences remain a prime opportunity to demonstrate some of the ways you expect them to revise their work.

Visual Rhetoric

While many students are delighted with the possibilities inherent in the visual rhetoric section, others are unsettled by the fact that it is a departure from traditional argumentative essays. You will undoubtedly need to describe what kinds of projects students have undertaken in the past and ideally you can provide samples of such efforts. Even though the assignment is rather open to possibilities, you must be clear about the requirements. As you present examples of student work, guide your class in a discussion about how effectively the example fulfills your stated requirements.

Final Grade Arguments

So far, none of my students have ever argued for their grade before Rhetoric 1302. This is another activity for which they will demand examples. Ultimately, whether or not you choose to provide an example is up to you. The danger of presenting a sample that you have selected is that students might take it for a prescriptive model and thereby neglect to devise their own approach. At the same time, refusing to provide a sample can heighten student anxiety to the point where their work suffers. Perhaps the best approach in this case is to point to the examples provided in the sample LRO and hold a discussion about the strengths and weaknesses of those arguments.

Moderations

The opportunity for sharing student samples is built into the Learning Record Online system. Before they begin moderations, remind them to take advantage of the opportunity to view and evaluate other student work. Emphasize that they are to critically read and determine the strengths and weaknesses of the sample. Moderations are often a very encouraging experience for students.

Provided by:
Kate Loehman earned a BA in English from UT Austin and is currently seeking a Masters in Humanities, with a concentration in Literature Studies. She is particularly interested in 20th century American literature and history and Latin American literature. She teaches Rhetoric 1302 at UT Dallas.