Incorporating Oral History Assignments into College Writing Curriculums

Before Cider Spoon Stories, Jess taught writing and art at Benedictine University in Illinois. In both her Writing 101 (Composition) and 102 (Research Writing) classes, Jess found it imperative to assign an oral history and/or interview component as part of at least one major writing assignment per semester, given the wide variety of career fields in which storytelling skills are applicable, as well as the incredible array of corollary benefits that accompany the unique fusion of people skills and technology skills incumbent to the interview process. She recently presented her theories on a panel at CUNY’s “Transitions and Transactions: Literature Pedagogies” Conference in Manhattan in April 2016. The following details her findings.

Career Fields Utilizing Storytelling Skills

  • Marketing
  • Sales
  • Entrepreneurship/branding
  • Parenting
  • Education
  • Grantwriting
  • Medical
  • Law enforcement
  • Engineering/technical writing
  • Arts/theater
  • and more.

Learning Objectives Met by Oral Histories in Common College Writing Assignments

  • Fosters clear, concise, specific communication
  • Spurs engagement
  • Allows information to be assimilated over/despite the glut
  • Challenges student conceptions/misconceptions
  • Makes history real
  • Broaches uncomfortable topics safely
  • Informs believable character dialogue, motivations, and setting in fiction/CNF
  • Informs documentary poetry and activisit art
  • Creates of the student an ‘expert’
  • Prepares student for real-world experiences post-graduation
  • Fulfills a vicarious experience
  • Generates empathy
  • Refines organizatioon skills
  • Reiterates importance of cross-cultural comparison and artifact preservation

Other Benefits

  • INCREASES FAMILIARITY WITH BOTH PEOPLE SKILLS AND TECHNOLOGY (SKYPE, RECORDER, TRANSCRIPTION SOFTWARE)
  • IMPROVES EDITING SKILLS (TOO MUCH INFO; WHAT TO CUT)
  • PLAY WITH ATTENTION-GRABBERS
  • PRACTICE WRITING FOR DIFFERENT AUDIENCES
  • APA/MLA/CMS CITATION STYLES
  • STUDENTS CAN’T FAKE DOING THIS WORK: THE DETAILS WON’T BE THERE
  • PRACTICE LISTENING, OBSERVING, WITNESSING
  • WHEN TO QUOTE, WHEN TO PARAPHRASE
  • HOW TO MAKE “CHARACTERS” SEEM AS REAL AS THEY DO IN LIFE; GREAT APPLICATION TO FICTION/CNF ESPECIALLY
  • EMPOWERING: GIVES A VOICE TO THOSE WHO MIGHT OTHERWISE NOT BE HEARD. STUDENTS MIGHT LEARN TO VALUE THEIR OWN VOICES MORE AS A RESULT. CONSIDER WHAT MESSAGES THEY’RE CONTRIBUTING TO THE WORLD. SOCIAL MEDIA CAN BE POWERFUL, NOT JUST FOOD PORN.