This document presents effective teaching strategies and activities for instructors of introductory writing courses, emphasizing the development of critical thinking and essay writing skills. It outlines various types of essays taught in a specific order—descriptive, classification, cause and effect, and argumentative—along with corresponding student activities designed to enhance understanding and retention. The authors, Barbara Johnson and Cynthia Wright, provide sample activities that require minimal additional resources and are meant to be easily integrated into course materials.

1. B. Johnson, C. Wright 2009 Essay Writing: Effective Teaching Strategies and Student Activities

2. B. Johnson, C. Wright 2009 Essay Writing: Effective Teaching Strategies and Student Activities This presentation is primarily aimed at Languages and Literature instructors who teach introductory level writing courses. Effective essay writing is a critical skill for college students, and there are various approaches to teaching solid essay writing. Among the topics covered in this presentation are development of critical thinking skills, order and progression of types of essays taught, and student activities that enhance comprehension and retention of components of skilled essay writing. Information will be presented in such a way that it may be seamlessly incorporated into instructors' course material. All student activities presented here are stand-alone activities and require little in the way of additional material. Participants may use the information to supplement or clarify essay writing instruction to students. Barbara Johnson is an Associate Professor in the Languages and Literature Department at the College of Southern Maryland. Cynthia Z. Wright is an adjunct faculty member in the Languages and Literature Department at the College of Southern Maryland.

3. B. Johnson, C. Wright 2009 Critical Thinking and Essay Writing Critical thinking may be defined as the ability to properly understand and evaluate the topic at hand. Most students are able to express the raw material that they have learned (tests, short answers, etc.) Many students are limited in their ability to evaluate and express that evaluation in writing.

4. B. Johnson, C. Wright 2009 Critical Thinking and Essay Writing (cont’d) An effective way to teach critical thinking is to familiarize students with LOGICAL FALLACIES. Logical Fallacy: faulty reasoning in arguments (false logic)

5. B. Johnson, C. Wright 2009 Critical Thinking and Essay Writing (cont’d) Common Logical Fallacies Hasty Generalizations Post Hoc (Faulty Cause and Effect Reductive Reasoning False Analogies Begging the Question Circular Reasoning Ad Hominem False Dilemma Appeal to Popularity (Bandwagon Appeals Non Sequiturs

6. B. Johnson, C. Wright 2009 The Descriptive Essay The descriptive essay is taught first. = familiar type of writing = personally relevant to the student = expert on the subject matter

7. B. Johnson, C. Wright 2009 The Descriptive Essay The descriptive essay – at its most basic – describes a person, place or thing. When possible, students should describe it as experienced through all 5 senses. Sight, smell, sound, taste, touch should be shared as vivid images.

8. B. Johnson, C. Wright 2009 The Descriptive Essay ACTIVITY: It’s in the bag! Materials: brown paper bag/lunch bags, several dice Put one die in each paper bag and roll the top closed. Hand out one bag per group of students. Have one volunteer reach into bag and TOUCH the die, then describe what he feels. Continue to work with the die until all senses (except taste) are explored. Students should jot down words to DESCRIBE their experience with each sense. Objective: To build student skill and confidence in identifying descriptive terms.

9. B. Johnson, C. Wright 2009 The Classification Essay The classification essay is taught next. = leads into critical thinking skills = concept easily grasped by student = assigned subject relevant to student

10. B. Johnson, C. Wright 2009 The Classification Essay The classification essay organizes things into categories. Students learn to categorize according to a single organizing principle. Students learn to offer balanced examples for each category.

11. B. Johnson, C. Wright 2009 The Classification Essay ACTIVITY: Sorting Candy! Materials: bag of mixed hard candies Allow each student to take one piece of candy of their choice. DO NOT LET THEM EAT THE CANDY! Students should stand in a circle with their candy. Begin by sorting according to the category of FOOD. All students will end up in one group. Then begin to sort by other categories, until finishing with 3-4 evenly divided groups. Suggested categories: Candy with wrapper. Candy flavor. Candy color. Candy shape. Objective: To build student skill and confidence in ways to sort and classify information

12. B. Johnson, C. Wright 2009 The Cause and Effect Essay The cause and effect essay is taught next. = further develops critical thinking skills = teaches research skills = assigned subject relevant to student

13. B. Johnson, C. Wright 2009 The Cause and Effect Essay The cause and effect essay explains what caused a specific effect. Students learn to inform the audience. Students learn to use an objective view.

14. B. Johnson, C. Wright 2009 The Cause and Effect Essay ACTIVITY: The Domino Effect! Materials: Dominoes, preferably at least 8 per group Have the students line up the dominoes in various ways to see what happens when the first domino is toppled. Vary distance, position, arrangement, etc. Discuss the students’ recorded observations under the headings CAUSE and EFFECT. Objective: To build student skill and confidence distinguishing cause from effect

15. B. Johnson, C. Wright 2009 The Argumentative Essay The argumentative essay is taught last. = emphasis on critical thinking skills = teaches research skills = assigned subject relevant to student

16. B. Johnson, C. Wright 2009 The Argumentative Essay The argumentative essay investigates a topic and provides analysis of data leading to a position. Students obtain greater skill in researching (objective vs. subjective) Students learn that arguing is not the same as contradicting.

17. B. Johnson, C. Wright 2009 The Argumentative Essay ACTIVITY: Can I have the keys? Materials: A set of car keys for each group Students take turns in their group role playing a parent and a child who is asking for use of the parent’s car. Arguments for why the parent should turn over the keys should be written down. Next to each argument, students should note which (if any) logical fallacy is being used. Discuss the students’ recorded observations as a class. Objective: To increase student skill in presenting legitimate reasons in arguing a particular position.

18. B. Johnson, C. Wright 2009 Teaching the Essay Teaching solid essay writing skills will make it easier for the instructor to teach the research paper. All of the skills that students develop in writing different types of essays may be applied to the research paper. All of the skills that students develop in writing different types of essays will be applicable throughout their college careers and in the workplace.

19. B. Johnson, C. Wright 2009 Highlights: Critical thinking skills need to be introduced or reviewed before teaching student essay writing. Essays may be taught in the following order: Descriptive Classification Cause and Effect Argumentative

20. B. Johnson, C. Wright 2009 Essay Writing: Effective Teaching Strategies and Student Activities