Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)


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Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)

Copyright (c) 2017 Chigozie Obioma


Absent the elements of effective writing, there has been a strong debate on whether or not other aspects of creative writing can be taught. Many practicing writers like myself who teach have concluded that a student writer can be guided towards fully actualizing their talent, and this “guidance” is what mostly constitutes teaching. How then do we evaluate the effectiveness of this teaching, and to what extent do students’ individual talent help or stand in the way of effective instruction? How do we plan various learning outcomes and test the success of such strategies over the duration of the ENGL 352 course? And how do we more effectively assess creative writing? And, finally, how do we track students’ learning? These are the questions this enterprise sought to provide answers to. To do so, I reviewed my teaching materials, students’ works, grades, and other instructional materials to reflect on how effective my teaching of the ENGL 352 has been, and to offer ideas on how it can be more effectively designed.