This article describes how teaching in a second-year undergraduate stylistics workshop was transformed in my attempt to increase student attendance and engagement, and the strategies that were put in place to achieve this outcome. The personal account describes how I changed my teaching pedagogy to facilitate learning through collaborative strategies and how I evaluated the impact this had on student learning using action research (Bradbury, 2015 (ed) The SAGE Handbook of Action Research. London: SAGE) as the investigative approach. Using the model of Plan-Act-Observe-Reflect process (Kemmis and McTaggart, 1988 The Action Research Planner. 3rd edn. Geelong: Deakin University Press) and with data from a short questionnaire given to students, I was able to gain a deeper understanding of the value of the activities as perceived by students. The flipped classroom, where materials were given to students in advance to prepare, became critical for participation in the workshop and allowed for classroom time to be optimised for discussion and feedback. This article also presents photographs of the stylistic analysis produced on whiteboards as part of the collaborative activities with a summary of responses by students to the questionnaire which evaluated the impact that this approach to teaching had on their learning, confidence and preparation for the assessment.

本文介绍了如何在我大学二年级的文体学研讨会上改变教学方式，以增加学生的出勤率和参与度，以及为实现这一目标而制定的策略。个人经历描述了我如何改变教学法以通过协作策略促进学习，以及我如何使用行动研究评估其对学生学习的影响（Bradbury，2015年编辑，SAGE行动研究手册，伦敦：SAGE）。调查方法。使用计划-行为-观察-反映过程模型（Kemmis和McTaggart，1988年，行动研究计划员。第三版 吉朗：迪肯大学出版社（Deakin University Press），并通过向学生提供的简短问卷调查中的数据，我对学生认为的活动的价值有了更深入的了解。该翻转课堂，其中材料给学生提前做好准备，在车间的参与成为关键，允许课堂时间讨论和反馈进行优化。本文还展示了作为合作活动一部分在白板上进行的风格分析的照片，并总结了学生对问卷的回答，这些问卷评估了这种教学方法对他们的学习，自信心和评估准备的影响。