"Consuelo makes her class very student-centered and acts mainly as a facilitator of discussion among students. With all these methods, students were truly engaged in the material." - Lizbett Tinoco
Peer Response Summary
Instructor: Consuelo Salas
Date: August 31, 2016
Course Prefix and Number: RWS 3355
Course Title: Workplace Writing
Consuelo’s class discussion focused around the rhetorical situation, more specifically on Consigny’s article “Rhetoric and Its Situations.” For an 8:30am course, her students were eager to participate—most volunteered to answer the questions that were posed. Although it was only week 2 of the semester, Consuelo called students by their first name and appeared to have good rapport with them, which is a great sign for the rest of the semester.
Consuelo used a variety instructional strategies—PowerPoint and board illustrations. Her PowerPoint slides were well organized and easy to read from anywhere in the classroom. To create cohesion among students, Consuelo had students get in small groups to work through and discuss specific passages from the reading. If some of the concepts in the reading were difficult to understand, she used current examples to make the material more relatable to her students. She also brought up examples that students had written in their discussion posts before their class meeting. Consuelo also tied back to concepts to ideas that were taught in previous class meetings.
Overall, Consuelo’s Writing About Writing approach to Workplace Writing is very unique and unlike any other Workplace Writing course I’ve seen. Consuelo makes her class very student-centered and acts mainly as a facilitator of discussion among students. With all these methods, students were truly engaged in the material.
Date: August 31, 2016
Course Prefix and Number: RWS 3355
Course Title: Workplace Writing
Consuelo’s class discussion focused around the rhetorical situation, more specifically on Consigny’s article “Rhetoric and Its Situations.” For an 8:30am course, her students were eager to participate—most volunteered to answer the questions that were posed. Although it was only week 2 of the semester, Consuelo called students by their first name and appeared to have good rapport with them, which is a great sign for the rest of the semester.
Consuelo used a variety instructional strategies—PowerPoint and board illustrations. Her PowerPoint slides were well organized and easy to read from anywhere in the classroom. To create cohesion among students, Consuelo had students get in small groups to work through and discuss specific passages from the reading. If some of the concepts in the reading were difficult to understand, she used current examples to make the material more relatable to her students. She also brought up examples that students had written in their discussion posts before their class meeting. Consuelo also tied back to concepts to ideas that were taught in previous class meetings.
Overall, Consuelo’s Writing About Writing approach to Workplace Writing is very unique and unlike any other Workplace Writing course I’ve seen. Consuelo makes her class very student-centered and acts mainly as a facilitator of discussion among students. With all these methods, students were truly engaged in the material.
