I couldn’t wait to share this idea. But, honestly, I was also afraid I would forget it by morning.
While reading my illustrated book of fallacies I pondered how I might teach my students about rhetorical fails. And I realized the solution was quite simple, elegant, and connects Composition 103 and 203.
The last project in 103 is the electronic portfolio, a collection of the student’s best work from across the semester, semi-artfully compiled on a webpage. I can ask my students to pull up their eportfolios and check them for fallacies (many with be rife with them).
Of course, I’ll need a more introductory activity for introducing fallacies first. But asking students to find and name the flaws in their own writing should help them develop their critical thinking faculties and their vocabulary skills at the same time.