January 14: Introduction to course
In-class: reflection; reading responses and ethnography of a writing class assigned
Theory
January 21: Theories of Revision
Due: reading response:
- Janet Emig “Writing as a Mode of Learning”
- Donald M. Murray “Teach Writing as a Process Not Product”
- Nancy Sommers “Revision Strategies of Student and Experienced Adult Writers”
- Sondra Perl “Understanding Composition” (handout)
- Nancy Sommers “Between the Drafts” (handout)
In-class: discuss readings; composition paper assigned; primary sources ads from the sixties
January 28 Responding to Student Writing
Due: contact instructor of class you will shadow; write revision comments on “Street Gangs: One Point of View” (Sourcebook); read set of sample comments on “The Four Seasons” (Sourcebook); find 4 primary sources for composition paper; reading response:
- Nancy Sommers “Responding to Student Writing” (Sourcebook)
- Richard Straub “The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Response” (Sourcebook)
- Donald Daiker “Learning to Praise” (Sourcebook)
- Peter Elbow “Ranking, Evaluating, and Liking: Sorting Out Three Forms of Judgment” (Sourcebook)
In-class: discuss readings, our comments, and sample comments; in-class writing – freewrite for primary source analysis
February 4 Assigning: Issues of Audience and Purpose
Due: composition paper due for peer review; bring in syllabus and major assignments (if available) from shadowed course; reading response:
- Lisa Ede and Andrea Lunsford “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy”
- Kenneth A. Bruffee “Collaborative Learning and the ‘Conversion of Mankind’”
- James A. Reither “Writing and Knowing: Towards Redefining the Writing Process” (handout)
- Edward M. White “Using Scoring Guides to Assess Writing” (Sourcebook)
In-class: discuss readings; peer review of composition paper; reflection on past peer review; discuss assignment sequencing; how to write a class visit report
February 11 Snow day
February 18 Academic Discourse and Gendered Argument Ed
Due: revised composition paper in portfolio; bring in one of your favorite academic papers; reading response:
- David Bartholomae “Inventing the University”
- Patricia Bizzell (handout)
- Lee Ann Carroll “Profiles of Writing Development” in Rehearsing New Roles: How College Students Develop as Writers (handout)
- Min-Zang Lu “Professing Multiculturalism: The Politics of Style in the Contact Zone”
- Catherine E. Lamb “Beyond Argument in Feminist Composition” (handout)
- Jane Tompkins “Me and My Shadow” (handout)
*n-class: discuss readings and our own discourse, in-class writing – reflection on process of composition paper; research essay assigned; brainstorm research topics
February 25 Teaching and Power Bess
Due: meet with me about possible research topics; you should have attended at least one composition class by now; reading response; topic for research paper and preliminary database search; reading response;
- Linda Brodkey “On the Subjects of Class and Gender in ‘The Literacy Letters’”
- Rosemary Dean “Notes to Stella” (handout)
- Donald M. Murray “The Listening Eye: Reflections on the Writing Classroom” (handout)
- Laurel Johnson Black from “Conversation, Teaching, and Points in Between” in Between Talk and Teaching: Reconsidering the Writing Conference
In-class: discuss readings; brainstorm interview questions
March 4: Spring Break No Class
March 11 “Basic” Writing and Teaching Writing in the 21st Century Julie
Due: interview questions
- Mina P. Shaughnessy “Diving In: An Introduction to Basic Writing”
- Mike Rose ”The Language of Exclusion: Writing Instruction at the University”
- Robert E. Land Jr. and Catherine Whitley “Evaluating Second-Language Essays in Regular Composition Classes: Towards a Pluralistic U.S. Rhetoric” (handout)
- Chris M. Anson “Distinct Voices: Teaching Writing in a Culture of Technology”
In-class: discuss readings; in-class reading response; workshop interview questions; assignment sequence and teaching philosophy assigned; watch youtube video on student life
Practicum:Theory into Practice
March 18 no class: work on project
March 25: Workshop Steph
Due: draft of ethnography of a writing class due to the instructor of the class you are shadowing for feedback; conference about research and focus of research paper; notes on student writing from the class you are shadowing; ideas for assignment sequence; skim Catherine Karen Kopelson “Splitting Images; or, Back to the Future of (Rhetoric?) Composition" skip rhetoric section if you want
In class: share research in progress; discuss freshmen writing; workshop ideas for assignment sequence
April 1: Easter Break no class
April 8 Ethnography of a Writing Class Ed or Emily
Due: draft of research project; draft of ethnography of a writing class and Overview of Ethnography of a writing class
In-class: writing group: ethnography of a writing class
April 15 Research Paper Jessica
Due: ethnography of a writing class; Overview of Ethnography of a writing class due; writing group letters
In-class: writing group: research paper; debate
April 22 Assignment Sequence and English Night Alyssa
Due: draft of assignment sequence and teaching philosophy
In class: writing group: assignment sequence and teaching philosophy; presentation assigned; course reflection and evaluation
Final exam: April 29 6:30-9:15 presentation of findings of research paper; research paper and teaching philosophy/assignment sequence due
