“Constructing Effective Modules for a College Freshman Composition Course: Incorporating Genre Theory and Environmental Learning” Title: The Role of Genre and Sequencing in Meeting WPA Outcomes and Transference in Writing Assignments Introduction In the field of composition studies, genre and sequencing are crucial elements in designing effective writing assignments. Genre refers to the different

In this assignment, you will construct four modules for a college freshman composition course based on four different genres (some genres may include research-based writing, persuasive writing, multimedia writing, narrative writing, and reviews). Two of the units should include the assignments that you workshopped with your peers during Weeks 5 and 6. Make revisions to those two assignments based on the feedback you received. If you would like, you may create a theme-based course with modules based on the same theme, such as a course focused on advertising and marketing, pop culture, social media writing, heroism, etc.
Part 1: Learning Modules
Each of the modules should include the following:
A 100-200-word opening overview explanation of the modules’ content, which should include: a) the modules’ overall objectives and outcomes; b) the modules’ instructional content (videos, handouts, lecture materials, articles, links to resources); and c) the modules’ two graded assignments (In each module, one of the assignments must be a formal writing assignment, and the other may include a discussion forum, group work, workshop, or a quiz). Share two pieces of the instructional content that will be used in each module. (Videos, links to resources, PowerPoints, readings, etc.)
Two assignments. One of the assignments must be a formal writing assignment, and the other may be a discussion forum, group work, workshop, or a quiz Each module should contain a different type of assignment, so all four modules may not include a quiz, for example. A quiz may be used within one module. Write out the full directions for both assignments in each of the modules. If you’re giving a quiz, for instance, include the quiz questions and answers. If the students will engage in a discussion, write out the discussion prompt and directions. Each module should be sequenced and scaffolded, so the modules build off of skills covered in previous modules, and the complexity of the assignments should increase with each module. You may add other areas into the modules that you feel would benefit the students and the content, but the core portions of the modules are required (the opening, the instructional content, and the two graded assignments).
Develop, at least, five procedural steps based on environmental learning for teaching each of your modules. You should use the procedural steps that you developed in the Topics 5 and 6 assignments, for two of your modules in this assignment. Your steps should use typical classroom strategies such as time for a review of material, advanced organizers, time for application, time for reflection, and so on. (For example: in a review/launch/deliver/apply/close sequence, your environmental learning activity should be the “apply” portion of the lesson, while other parts of the plan help students connect your activity to their previous knowledge and provide them with the necessary background information and reflection to complete it well and use the skill and knowledge they gain as they write the genre you assign to them.). As you work through the steps, note your role in the steps, as the educator, and the role of the students
Organize your modules in a clearly structured way so each of the above sections are clearly noted for each module. For example, present all the content you create for Part 1 with headings and distinguished parts such as:
Module 1: