Conference simulation in an English composition course

Abstract

This article discusses the use of a conference format in teaching a required English composition course. The focus of the course is student research and presentation; thus, simulating a conference was a natural fit for the course's overall goals. Students worked in one of four committees: the Call for Proposals Committee, the Proposal Evaluation Committee, the Program Committee, and the Conference Facilitation Committee. The students chaired or cochaired one of these committees. Although none of the students had presented at a conference or submitted a proposal for presentation, they quickly grasped the professionalism associated with these tasks. Debriefing revealed overwhelming support for the simulated conference approach to teaching research and presentation skills.The impetus for this simulation project came from Halleck, Moder, and Damron's (2002) description of a simulation they introduced in a graduate-level English-as-asecond-language (ESL) writing class. The demographics of their situation differed significantly from mine. They implemented the conference simulation with two groups of graduate ESL students at a large research university; whereas, I teach at a small liberal arts university, and my students are not only undergraduates but also mostly young undergraduates-age 19 to 20 years. Despite these differences, some similarities exist-primarily the "problems" the conference simulation sought to address. For example, Halleck et al. (2002) cited poor attitudes toward the required English composition course, limited understanding of audience, and overall low motivation. As a frequent instructor of sophomore English, I knew the same problems existed for my course as well. Consequently, their initial description of the simulation caught my attention:The simulation required students to organize and participate in a professional conference. In some respects, this simulation was unusual in that it provided students with a general situation that framed the regular activities of the class. Some aspects of the conference frame were already a large part of the class: abstracts, research papers, and oral research presentations. The conference frame introduced a professionally relevant context in which these assignments might occur. Furthermore, it elevated the students to the role of research professionals. (Halleck et al., 2002, p. 332)

Internet chat in simulations: Taking BULLYING online

“…The next issue to address includes examples and suggestions of how to incorporate Internet chat into a variety of simulations, of which I discuss four: MALAYSIAN LANGUAGE PLANNING (Hayden, 2007), GOLDEN RICE (Naidu, 2007), CON-FERENCE SIMULATION (Halleck et al, 2002;Nash, 2007), and BULLYING (Halleck, 2008 [this issue]). …”

The life of a simulation: Programmatic promises and pitfalls

“…I barely remember my presentation, An ESL Simulation for Composition, but I know now that the conference was an important precursor to what was to evolve into a powerful curriculum with simulations at the center in the Oklahoma State University International Composition Program. The program has contributed to the literature of effectiveness of simulation use in English as a Second Language (ESL) writing as evidenced by the publications of faculty and graduates of this program (Blackshear Hull, in press;Brooks, 2007;Cheng, 2007;Demeter, 2007;Dixon, 2002;Dordick, 1997;Freiermuth, 2002Freiermuth, , 2007Fukushima, 2007;Halleck, 1995Halleck, , 2000Halleck, , 2007Halleck, Moder, & Damron, 2002;Hayden, 2007;Hill, 2002, in press;Hill & Lance, 2002;Ince, 2002;Kamimura, 2002;Kamimura & Tjie, 2002;Knyshevytska & Hill, 2007;Kovalik & Kovalik, 2002Livingston, 1997;Moder & Halleck, 1995;Moder, Seig, & Van Den Elzen, 2002;Naidu, 2007;Nash, 2007;Salies, 2002aSalies, , 2002bSchick, in press;Seig, in press;Smythe, 2002aSmythe, , 2002bSpelman, 2002;Tjie, 2002;Yun, in press). Although not an exhaustive bibliography, this list continues to grow and contribute to the richness of what simulations have to offer the writing classroom.…”