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Grammar, punctuation, spelling, citations, and research are part of a typical English composition course. But the courses taught by University of North Georgia (Â鶹ÊÓƵ) English faculty members Lisa Diehl and Jodi Williams are not so typical.

The pair are teaching English in engaging and innovative ways. Composition courses are required for all Â鶹ÊÓƵ students. The first section is designed to develop academic and professionally written communication through various rhetorical strategies. The second section cultivates students' ability to engage in advanced research methods and align and share their findings with others. 

For Diehl and Williams, they incorporate a theme into their classes to meet the objectives. Williams focused on journalism while Diehl infused her lessons with social issues.

Williams' students learn through journalism-based assignments. The limited-term faculty member of English on Â鶹ÊÓƵ's Blue Ridge Campus requires personal profiles written about a person from a different generation such as grandparents, uncles or aunts, or even employers.

"The students love this assignment, because they are documenting their family history or connecting with their boss," she said, noting her students have interviewed war veterans, entrepreneurs, and even one of the first nationally ranked female basketball champions. "Plus, they are out in the community and becoming invested in it."

The personal profiles supply students with historical knowledge about their families and the Blue Ridge community. Some even garnered interest from a local newspaper publisher.

"My students got excited about the possibility of their story appearing in the paper," said Williams, who enjoyed watching her students develop valuable soft skills.

Many students learned to ask open-ended questions, read body language and visual cues, and maintain eye contact. They also learned the importance of answering emails and returning phone calls.

"These skills are key to communicating in the real world and will help them in their future careers," Williams said.

Students also honed their knowledge of grammar, punctuation and spelling, which is especially important during this technological era.

"I tell them that they have to spell out words," she said, pointing to texting as the culprit for improper spelling and lack of punctuation.

They also learned how to edit each other's assignments, provide constructive criticism, and fix mistakes.

"I always tell them it's OK to make a mistake in your draft," Williams said. "That's part of learning."

Diehl revamped her two English composition courses three years ago after earning a graduate certificate in diversity from Â鶹ÊÓƵ. Students examine stereotypes, racism, gender bias, and other social issues from different viewpoints. They communicate their own thoughts and opinions through discussions, reflections, journal responses, and essays. They also conduct research through reading, analyzing, synthesizing, and responding to complex texts​.

"After each unit, I ask them to write a reflection on the topic that we discussed," Diehl said. "Then they complete the assignment with a visual composition or a written essay."

The senior lecturer of English on Â鶹ÊÓƵ's Dahlonega Campus has been pleased with the results. Diehl said many students are highly engaged in the discussions and support their assertions with evidence or examples.

"This class challenges them, because students are discussing topics that make them uncomfortable. And the best learning occurs when you are uncomfortable," she said.