I have joked in previous posts that my position on new ERWC modules is that they should be “shorter, simpler, and smarter” than our previous efforts. I have been asked to clarify what I mean by that and how it might be achieved. As ERWC is about to gear up for a mad dash of module writing, it is an appropriate time to unpack that slogan. In response, I have brainstormed a series of tips, based on my experience writing modules and getting feedback on how they perform in the classroom. It turned out there were ten. Here they are:
- What is the most interesting aspect of the text? Is it the rhetorical strategies? Is it the claims, the arguments, and the evidence? Is it the style? Is it ethos constructed by the author? Is it the implications for our lives, or for the future? Focus your attention on the most interesting elements.
- Design learning goals that are appropriate for the course, the standards, the students and the text. Don’t try to do everything at once.
- Build your module from the inside out by writing a micro-module first. After choosing your text or texts, design a writing prompt, then a prereading activity, a reading activity, and a critical activity that lead up to it. Then consult the template and the course matrix to think about what might be added to enhance the module and support the learning goals.
- Don’t go cell by cell and design an activity for each one. Each cell is a possible door. Don’t open every one. You are charting a path, not ransacking a building.
- Every activity should have a clear purpose that supports the learning goals and moves the student toward the writing assignment.
- When you add an activity, think about how it integrates with other parts of the module. Can a written product produced in this activity be used for another task in a later one? Will the thinking or analysis used here be useful for a later step?
- When adding a new text or activity, always consider the effort-to-benefit ratio. Is the effort expended by the student worth the benefit they will get from it?
- When you add another text to the mix, think carefully about what is gained by it. Do you really need another perspective or more data? Do the texts complement each other, clash productively, or just give you more of the same?
- When writing your module, try to think like a teacher and think like a student. Imagine you are teaching your module, then imagine an inexperienced teacher teaching it, then imagine being a student in the class. Ask yourself, “What can they do now that they couldn’t do before?” and “What am I preparing them to do later?”
- Don’t present every interesting thing you have discovered about the text. Leave some treasures for students to find on their own.
To complement this list of tips for module writers, I have also posted the new ERWC 3.0 Assignment Template Outline with Key Questions, which is the short version of the template that serves as a cheat sheet for module writers.