syllabus ENGL493 Seminar in Writing and Writing Studies: The History First Year Composition
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LEE TORDA 310 Tillinghast Hall Bridgewater State University 508.531.2436 [email protected] www.leetorda.com |
SPRING 2014 Office Hours
Monday: 3:30 to 4:30 Tuesday: 11:00 to 12:00 Friday: 1:00 to 2:00 and by appointment. |
22 January 2014
W Bizarre Class Cancellation due to blizzard.
27 January 2014
M Introduction to the Course. Overview of policies, syllabus. In-Class Writing: your memory of first year writing.
W READ: Parker & Horner in Norton. DUE: One-page, typed, a polished up version of your in-class from Wednesday. Include in it what you think was at stake for you and people like you and maybe people not like you in first year writing. Please bring enough copies for everyone in class to have one (12). IN-CLASS: How to do good Reading Journals. Learn how to sign up for the WPA listserv, explanation of the class WPA digest/blog as part of Longitude/Latitude assignment. Please read about this assignment ahead of class on this course website.
3 February 2014
M READ: Harder, Channing, & Douglas in Norton. DUE: First Reading Journal. Also, read one day's posts to the WPA listserv. You don't have to read super carefully. Be prepared to talk and write about what you saw.
W READ: Stewart, Corbett, & Brereton in Norton. DUE: Reading Journal. Overview of first formal writing project (The Art & The Science: Pedagogy Presentations & Case Studies). Sign up for class visits.
10 February 2014
M READ: Braddock, Kitzhaber in Norton. DUE: Reading Journal.
NOTE: Due to the Snow Day on 5 February 2014, we have about five articles to cover in one class. Thus, pairs and trios of students will be responsible for presenting for about 5 to 7 minutes on the following two questions:
Stewart
English, Dylan A.
Eustis, Nichole F.
Corbett
Fowler, Garrett E.
Grossman, Brian P.
Brereton
Karalus, William J.
Kilgallon, Jennifer N.
Braddock
McMahon, Evan M.
Nehiley, Megan J.
Short, Cassandra L.
Kitzhaber
O'Connell, Denis
Queeno, Tori L.
Silva, Taylor J.
**These aren't super fancy questions, but they should help us wrap up this portion of the class and move on, with some authority, to the next. Though more than one of you is assigned to each essay, you don't have to work as a group. You should come to class prepared with your answers to the questions and be ready to talk briefly with the rest of the people assigned to your article. I don't think that you should do more or extra preparation for these presentations. I think that if you've done the reading and you think about what you've read, think about what you've taken notes on, you should be able to have some answer to these questions. You'll only be in the spot light--actually talking--for about 5 to 7 minutes.
***Please note that some part of the class will be spent talking about and signing up for the pedagogy presentations and site visits. Finally, you will be receiving a series of emails with the articles from the second edition of A Guide To Composition Pedagogies. The first reading from that text is due on Wednesday.
W READ: Emig, Macrorie, and Bertoff in Norton. Read, also, Process Pedagogy chapter in Guide To Composition Pedagogies. DUE: Reading Journal. IN-CLASS: Sample presentation of the Art & the Science Presentation on Process Pedagogy.
17 February 2014
M President's Day. All classes canceled.
W READ: Kinneavy, Bartholomae in Norton. Expressive Pedagogy and Rhetoric & Argumentation Pedagogy in Guide to Composition Pedagogies. DUE: Pedagogy Presentations Expressive Pedagogy & Rhetorical Pedagogy. Reading Journals for those not presenting.
NOTE: Due to the President's Day Holiday, Wednesday is a Monday schedule of classes. All Wednesday classes are canceled. This does not affect our class, but it might affect your other classes and your schedule. Plan accordingly.
24 February 2014
M READ: Bruffee, Harris, Rhodes in Norton. Cultural Studies and Critical Pedagogy in Guide to Composition Pedagogies. DUE: Pedagogy Presentations Cultural Studies & Critical Pedagogy. Reading Journals fro those not presenting.
W READ: Shaugnessy, Min Zhan Liu, Cannagarajah, Atkinson in Norton. Basic Writing and Second Language in Guide to Composition Pedagogies. DUE: Pedagogy Presentations Basic Writing and Second Language. Reading Journals for those not presenting.
3 March 2014
M READ: George, Selfe & Hawisher; Romano, Field et al; Matsuda in Norton. New Media and Online Hybrid Pedagogies in Guide to Composition Pedagogies. DUE: Pedagogy Presentations New Media and Online Hybrid. Reading Journals for those not presenting.
W In-class work for Midterm Portfolio. NOTE: Complete portfolios are due to my Tilly Office by 3:00 on Friday, 7 March 2014.
10-14 March Spring Break. All classes canceled.
17 March 2014
M Come to Class: Having read one article written in the past year about any aspect of Higher Education.
W Class Canceled. I'll be away at the 2014 CCCC conference in Indianapolis. Follow the conference on Twitter at
https://twitter.com/search/?q=%234C14 .
24 March 2014
M DUE: So there was a twitter feed for Cs this year. Check it out at: https://twitter.com/search/?q=%234C14 . No, really, check it out. Set a timer, spend a half hour, at least, reading posts, clicking on links. Than write in your reader’s notes: If you had only this twitter feed to go by, what do scholars in Comp Rhet care about? To support that work, check out this link: http://www.ncte.org/cccc/ccc . That is the home page to the organization that sponsored this conference: College Composition and Communication. Nearly all of your Comp & Rhet faculty were away last week at this conference.
Next, those of you who were in class last week know that I’m trying to alter how we do reading and discussion in our class. I want to do an exercise in class tomorrow to support that. So, I would like the following students to read this article from the current issue of College Composition & Communication, the primary journal of the organization. Go to this link: http://www.ncte.org/cccc/ccc/issues/v65-3 and select the article (the only one that is open access) by Jonathan Alexander and Jacqueline Rhodes.
Dylan English
Nichole Eustis
Garrett Fowler
Brian Grossman
I would like the following people to read an article from College English. This is the other important journal in Composition & Rhetoric. It is published by the parent organization, The National Conference on Teaching English or NCTE. Go to this link: http://www.ncte.org/journals/ce/issues/v76-4 and read the article by Matthew Heard (the only open access article available).
Billy Karalus
Jenn Kilgallon
Evan McMahon
Megan Nihiley
Finally, I would like the following people to read the article from Pedagogy located right below today's assignment. This is another journal interested in teaching writing (among other things) to students.
Denis O'Connell
Tori Queeno
Cassy Short
Taylor Silva
All of these are current articles in the field. Tomorrow is current stuff in Rhet & Comp day. DUE: Please do a reading journal for your article. Make sure you have a good summary as part of your journal, one that really identifies the thesis. And, again, I ask you to respond to this question as part or your journal: if this was all you had to go on, what would you say scholars in Comp & Rhet care about?
W Bizarre Class Cancellation due to blizzard.
27 January 2014
M Introduction to the Course. Overview of policies, syllabus. In-Class Writing: your memory of first year writing.
W READ: Parker & Horner in Norton. DUE: One-page, typed, a polished up version of your in-class from Wednesday. Include in it what you think was at stake for you and people like you and maybe people not like you in first year writing. Please bring enough copies for everyone in class to have one (12). IN-CLASS: How to do good Reading Journals. Learn how to sign up for the WPA listserv, explanation of the class WPA digest/blog as part of Longitude/Latitude assignment. Please read about this assignment ahead of class on this course website.
3 February 2014
M READ: Harder, Channing, & Douglas in Norton. DUE: First Reading Journal. Also, read one day's posts to the WPA listserv. You don't have to read super carefully. Be prepared to talk and write about what you saw.
W READ: Stewart, Corbett, & Brereton in Norton. DUE: Reading Journal. Overview of first formal writing project (The Art & The Science: Pedagogy Presentations & Case Studies). Sign up for class visits.
10 February 2014
M READ: Braddock, Kitzhaber in Norton. DUE: Reading Journal.
NOTE: Due to the Snow Day on 5 February 2014, we have about five articles to cover in one class. Thus, pairs and trios of students will be responsible for presenting for about 5 to 7 minutes on the following two questions:
- If it has not become entirely clear to yet, the WHO involved in first year composition has not much come under conversation. That is because the who was by and large understood to be young white men of a certain socio-economic standing in the world. So our conversations have revolved more around WHAT is taught and HOW it is taught and, in a more subtle way, WHY it is being taught--so what is being said about why people seek out education. Seek to become literate. How does the article you are focusing on speak to those three points?
- In what do these essays feel modern? In other words, are there things that you read about in these essays that seem like things you could say about the modern first year writing classroom?
Stewart
English, Dylan A.
Eustis, Nichole F.
Corbett
Fowler, Garrett E.
Grossman, Brian P.
Brereton
Karalus, William J.
Kilgallon, Jennifer N.
Braddock
McMahon, Evan M.
Nehiley, Megan J.
Short, Cassandra L.
Kitzhaber
O'Connell, Denis
Queeno, Tori L.
Silva, Taylor J.
**These aren't super fancy questions, but they should help us wrap up this portion of the class and move on, with some authority, to the next. Though more than one of you is assigned to each essay, you don't have to work as a group. You should come to class prepared with your answers to the questions and be ready to talk briefly with the rest of the people assigned to your article. I don't think that you should do more or extra preparation for these presentations. I think that if you've done the reading and you think about what you've read, think about what you've taken notes on, you should be able to have some answer to these questions. You'll only be in the spot light--actually talking--for about 5 to 7 minutes.
***Please note that some part of the class will be spent talking about and signing up for the pedagogy presentations and site visits. Finally, you will be receiving a series of emails with the articles from the second edition of A Guide To Composition Pedagogies. The first reading from that text is due on Wednesday.
W READ: Emig, Macrorie, and Bertoff in Norton. Read, also, Process Pedagogy chapter in Guide To Composition Pedagogies. DUE: Reading Journal. IN-CLASS: Sample presentation of the Art & the Science Presentation on Process Pedagogy.
17 February 2014
M President's Day. All classes canceled.
W READ: Kinneavy, Bartholomae in Norton. Expressive Pedagogy and Rhetoric & Argumentation Pedagogy in Guide to Composition Pedagogies. DUE: Pedagogy Presentations Expressive Pedagogy & Rhetorical Pedagogy. Reading Journals for those not presenting.
NOTE: Due to the President's Day Holiday, Wednesday is a Monday schedule of classes. All Wednesday classes are canceled. This does not affect our class, but it might affect your other classes and your schedule. Plan accordingly.
24 February 2014
M READ: Bruffee, Harris, Rhodes in Norton. Cultural Studies and Critical Pedagogy in Guide to Composition Pedagogies. DUE: Pedagogy Presentations Cultural Studies & Critical Pedagogy. Reading Journals fro those not presenting.
W READ: Shaugnessy, Min Zhan Liu, Cannagarajah, Atkinson in Norton. Basic Writing and Second Language in Guide to Composition Pedagogies. DUE: Pedagogy Presentations Basic Writing and Second Language. Reading Journals for those not presenting.
3 March 2014
M READ: George, Selfe & Hawisher; Romano, Field et al; Matsuda in Norton. New Media and Online Hybrid Pedagogies in Guide to Composition Pedagogies. DUE: Pedagogy Presentations New Media and Online Hybrid. Reading Journals for those not presenting.
W In-class work for Midterm Portfolio. NOTE: Complete portfolios are due to my Tilly Office by 3:00 on Friday, 7 March 2014.
10-14 March Spring Break. All classes canceled.
17 March 2014
M Come to Class: Having read one article written in the past year about any aspect of Higher Education.
W Class Canceled. I'll be away at the 2014 CCCC conference in Indianapolis. Follow the conference on Twitter at
https://twitter.com/search/?q=%234C14 .
24 March 2014
M DUE: So there was a twitter feed for Cs this year. Check it out at: https://twitter.com/search/?q=%234C14 . No, really, check it out. Set a timer, spend a half hour, at least, reading posts, clicking on links. Than write in your reader’s notes: If you had only this twitter feed to go by, what do scholars in Comp Rhet care about? To support that work, check out this link: http://www.ncte.org/cccc/ccc . That is the home page to the organization that sponsored this conference: College Composition and Communication. Nearly all of your Comp & Rhet faculty were away last week at this conference.
Next, those of you who were in class last week know that I’m trying to alter how we do reading and discussion in our class. I want to do an exercise in class tomorrow to support that. So, I would like the following students to read this article from the current issue of College Composition & Communication, the primary journal of the organization. Go to this link: http://www.ncte.org/cccc/ccc/issues/v65-3 and select the article (the only one that is open access) by Jonathan Alexander and Jacqueline Rhodes.
Dylan English
Nichole Eustis
Garrett Fowler
Brian Grossman
I would like the following people to read an article from College English. This is the other important journal in Composition & Rhetoric. It is published by the parent organization, The National Conference on Teaching English or NCTE. Go to this link: http://www.ncte.org/journals/ce/issues/v76-4 and read the article by Matthew Heard (the only open access article available).
Billy Karalus
Jenn Kilgallon
Evan McMahon
Megan Nihiley
Finally, I would like the following people to read the article from Pedagogy located right below today's assignment. This is another journal interested in teaching writing (among other things) to students.
Denis O'Connell
Tori Queeno
Cassy Short
Taylor Silva
All of these are current articles in the field. Tomorrow is current stuff in Rhet & Comp day. DUE: Please do a reading journal for your article. Make sure you have a good summary as part of your journal, one that really identifies the thesis. And, again, I ask you to respond to this question as part or your journal: if this was all you had to go on, what would you say scholars in Comp & Rhet care about?
| 84686335.pdf |
W DUE: Locate the Institutional Review Board pages on the BSU website. Locate and download the paperwork for applying for Human Subject Research. IN-CLASS: Working on filling out the paperwork for IRB approval, work on developing questions for your interviewees. Discussion of Interviews for Longitude project, IRB, developing questions, presenting at ATP. Please come to class having read the material on our class website about
31 March 2014
M READ: Everyone: Feminist Pedagogy chapter from Guide To Composition Pedagogy (see attachment below. DUE: Reading Journal
Group One: Royster in Norton (all group readings are from Norton).
Group Two: Brodkey.
Group Three: Reynolds.
Group Four: Jarratt.
Reading Groups
Group One
Dylan English
Nichole Eustis
Garrett Fowler
Group Two
Billy Karalus
Jenn Kilgallon
Evan McMahon
Group Three
Denis O'Connell
Tori Queeno
Cassy Short
Group Four
Brian Grossman
Megan Nehiley
Taylor Silva
31 March 2014
M READ: Everyone: Feminist Pedagogy chapter from Guide To Composition Pedagogy (see attachment below. DUE: Reading Journal
Group One: Royster in Norton (all group readings are from Norton).
Group Two: Brodkey.
Group Three: Reynolds.
Group Four: Jarratt.
Reading Groups
Group One
Dylan English
Nichole Eustis
Garrett Fowler
Group Two
Billy Karalus
Jenn Kilgallon
Evan McMahon
Group Three
Denis O'Connell
Tori Queeno
Cassy Short
Group Four
Brian Grossman
Megan Nehiley
Taylor Silva
| feminist_pedagogy_reading.pdf |
W READ: Everyone: Gee DUE: Reading Journal. IN-CLASS: Overview of Annotated Bibliography project. Also, work on application for Student Research Symposium (due 4 April 2014).
Group One: Moss
Group Two: Delpit
Group Three: Brandt & Clinton
Group Four: Guerra
7 April 2014
M READ: Everyone: Foster. DUE: Reading Journal. IN-CLASS: Check in about Longitude interviews.
Group One: Villanueva
Group Two: Schneider
Group Three: Webb-Sunderhaus
Group Four: Lyons
W READ: Groups One & Two: Welch. Groups Three & Four: Moore Howard. DUE: Reading Journal. IN-CLASS: The art of the annotation.
Here are the five questions you should ask your interviewee
(as decided by us--with a lot of me, I know--7 April 2014)
1. What would you say is the overarching objective of a First Year Writing Course?
2. If you teach as part of your job, what kinds of writing activities do you use in your classroom? Why? What are the students like that you face every day?
3. If you work in a professional setting that requires or makes room for scholarship, what kind of scholarship are you currently engaged in? What do you find interesting about it?
4. Why did you decide to pursue Composition and Rhetoric as a scholarly field and as a profession? What advice would you give to an undergraduate interested in becoming a PhD in Rhetoric and Composition?
5. What thinkers—other Compositionists for example but perhaps not exclusively—have most influenced how you think about what you do as a scholar? As a teacher?
14 April 2014
M READ: Everyone: Berlin. DUE: Reading Journal.
Group One: Worsham
Group Two: Lunsford
Group Three: Luke
Group Four: Clifford
W DUE: Draft of Interview Reflection for workshopping. Time in Class to Develop Posters for presentation at spring Undergraduate Research Symposium. Demo of how to put a poster together.
21 April 2014
M Patriot’s Day. Classes canceled. (another made up New England Holiday, like Bunker Hill Day & Evacuation Day. Yeah. Right.) DUE: No later than noon on the 21st, please email your draft of your Interview Reflection. You don’t have to include notes from the interview; just the reflection.
W DUE: Rough Draft of poster fro Student Research Symposium due in class for workshopping.
28 April 2014
M Class Canceled so you may present your research at the spring Undergraduate Research Symposium.
W IN-CLASS: Symposium debrief. Time in class to talk about what you might do with this research. Workshop: Annotated Bibliography Reflection.
5 May 2014
M Last Day of Classes. Evaluations. Final Portfolio Due. IN-CLASS: In the end, how do we answer our five questions (who is being taught, what are they being taught, how are they being taught, and why is it being taught).
Group One: Moss
Group Two: Delpit
Group Three: Brandt & Clinton
Group Four: Guerra
7 April 2014
M READ: Everyone: Foster. DUE: Reading Journal. IN-CLASS: Check in about Longitude interviews.
Group One: Villanueva
Group Two: Schneider
Group Three: Webb-Sunderhaus
Group Four: Lyons
W READ: Groups One & Two: Welch. Groups Three & Four: Moore Howard. DUE: Reading Journal. IN-CLASS: The art of the annotation.
Here are the five questions you should ask your interviewee
(as decided by us--with a lot of me, I know--7 April 2014)
1. What would you say is the overarching objective of a First Year Writing Course?
2. If you teach as part of your job, what kinds of writing activities do you use in your classroom? Why? What are the students like that you face every day?
3. If you work in a professional setting that requires or makes room for scholarship, what kind of scholarship are you currently engaged in? What do you find interesting about it?
4. Why did you decide to pursue Composition and Rhetoric as a scholarly field and as a profession? What advice would you give to an undergraduate interested in becoming a PhD in Rhetoric and Composition?
5. What thinkers—other Compositionists for example but perhaps not exclusively—have most influenced how you think about what you do as a scholar? As a teacher?
14 April 2014
M READ: Everyone: Berlin. DUE: Reading Journal.
Group One: Worsham
Group Two: Lunsford
Group Three: Luke
Group Four: Clifford
W DUE: Draft of Interview Reflection for workshopping. Time in Class to Develop Posters for presentation at spring Undergraduate Research Symposium. Demo of how to put a poster together.
21 April 2014
M Patriot’s Day. Classes canceled. (another made up New England Holiday, like Bunker Hill Day & Evacuation Day. Yeah. Right.) DUE: No later than noon on the 21st, please email your draft of your Interview Reflection. You don’t have to include notes from the interview; just the reflection.
W DUE: Rough Draft of poster fro Student Research Symposium due in class for workshopping.
28 April 2014
M Class Canceled so you may present your research at the spring Undergraduate Research Symposium.
W IN-CLASS: Symposium debrief. Time in class to talk about what you might do with this research. Workshop: Annotated Bibliography Reflection.
5 May 2014
M Last Day of Classes. Evaluations. Final Portfolio Due. IN-CLASS: In the end, how do we answer our five questions (who is being taught, what are they being taught, how are they being taught, and why is it being taught).