assignments ENGL513 Composition Theory & Pedagogy: Pedagogy Presentations
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Overview
As I think is probably clear, there are certain aspects of Composition Theory and Pedagogy--the "threshold concepts" that we've been discussing that are universal ideas to the entire field and to the work of writing (and of literacy). However, different scholars embrace different ways of bringing these concepts into the classroom, pedagogies that emphasize certain concepts and allowing others to recede. And, frankly, it would take another semester to cover all of them. Thus, during the second half of the semester, I am asking groups of two or three students to take charge of explaining specific pedagogical approaches. You will have 15 minutes in class to present the relevant information and roughly 10 more minutes to facilitate discussion. The goal is to give your colleagues further strategies that they might employ in their own classes.
Details
The five presentation topics correspond to specific chapters in Guide To Composition Pedagogies. Click here to sign up for a presentation date and topic. The topic presentation corresponds as best it can to the other readings we will do on that day, and you should make the effort to connect your pedagogy topic to the reading.
What to include in your presentation
1. You should have a comprehensive handout that summarizes the key features/tenets/beliefs of that kind of pedagogy. This information should come from the chapter.
2. Your handout should also include important thinkers/scholars "for further reading." This information should also come from the chapter.
3. Your GROUP should do a deep dive into one (just one for the whole group) of the scholarly articles referenced in the chapter. You should be able to summarize the article briefly and talk about in what ways it embodies this particular pedagogy. As part of your handout, include an annotation for the article.
3. Your presentation can include powerpoint or prezy if you desire, but you don't have to. However, you will need to talk us through, in some fashion, and in a not boring way but in an insightful way, the information included in the handout; further, you want to include your opinions and ideas generated by your survey of this type of pedagogical practice. You should include critiques--both scholarly and your own as well.
4. Your presentation should include ideas for how one might incorporate such pedagogy into a classroom (perhaps yours). You should feel free to discuss what would be potentially interesting and what would be difficult or impossible about this pedagogy in a classroom.
Those four things should take up roughly 15 minutes of your presentation.
5. You want to create an opportunity for your classmates to WRITE ABOUT and CONNECT their own experiences and reading to your pedagogy, and to DISCUSS IN CLASS what they are thinking about. This should be roughly 10 minutes of your presentation.
Finally, the best presentations will engage your classmates in an experience of the pedagogy. So, essentially, can you engage us in a writing/reading/literacy experience in the class that represents what your pedagogy would look like in action? This means that while I'm suggesting a 15/10 split with time, you are welcome to move in and out of presentation and colleague participation--the way we often do in our own class.
How you will be evaluated
The PEDAGOGY PRESENTATION makes up 15% of your final grade.
To earn a "B"grade for 15% of your final grade you must:
To earn an "A" grade for 15% of your final grade you must:
To earn a "C" grade for 15% of your final grade you must:
Failure to meet the requirements for a "C" grade will result in a grade of "F" for 15% of your final grade.
As I think is probably clear, there are certain aspects of Composition Theory and Pedagogy--the "threshold concepts" that we've been discussing that are universal ideas to the entire field and to the work of writing (and of literacy). However, different scholars embrace different ways of bringing these concepts into the classroom, pedagogies that emphasize certain concepts and allowing others to recede. And, frankly, it would take another semester to cover all of them. Thus, during the second half of the semester, I am asking groups of two or three students to take charge of explaining specific pedagogical approaches. You will have 15 minutes in class to present the relevant information and roughly 10 more minutes to facilitate discussion. The goal is to give your colleagues further strategies that they might employ in their own classes.
Details
The five presentation topics correspond to specific chapters in Guide To Composition Pedagogies. Click here to sign up for a presentation date and topic. The topic presentation corresponds as best it can to the other readings we will do on that day, and you should make the effort to connect your pedagogy topic to the reading.
What to include in your presentation
1. You should have a comprehensive handout that summarizes the key features/tenets/beliefs of that kind of pedagogy. This information should come from the chapter.
2. Your handout should also include important thinkers/scholars "for further reading." This information should also come from the chapter.
3. Your GROUP should do a deep dive into one (just one for the whole group) of the scholarly articles referenced in the chapter. You should be able to summarize the article briefly and talk about in what ways it embodies this particular pedagogy. As part of your handout, include an annotation for the article.
3. Your presentation can include powerpoint or prezy if you desire, but you don't have to. However, you will need to talk us through, in some fashion, and in a not boring way but in an insightful way, the information included in the handout; further, you want to include your opinions and ideas generated by your survey of this type of pedagogical practice. You should include critiques--both scholarly and your own as well.
4. Your presentation should include ideas for how one might incorporate such pedagogy into a classroom (perhaps yours). You should feel free to discuss what would be potentially interesting and what would be difficult or impossible about this pedagogy in a classroom.
Those four things should take up roughly 15 minutes of your presentation.
5. You want to create an opportunity for your classmates to WRITE ABOUT and CONNECT their own experiences and reading to your pedagogy, and to DISCUSS IN CLASS what they are thinking about. This should be roughly 10 minutes of your presentation.
Finally, the best presentations will engage your classmates in an experience of the pedagogy. So, essentially, can you engage us in a writing/reading/literacy experience in the class that represents what your pedagogy would look like in action? This means that while I'm suggesting a 15/10 split with time, you are welcome to move in and out of presentation and colleague participation--the way we often do in our own class.
How you will be evaluated
The PEDAGOGY PRESENTATION makes up 15% of your final grade.
To earn a "B"grade for 15% of your final grade you must:
- You must produce a handout that includes numbers 1-4 described above.
- You must thoughtfully present the information covered in the handout as outlined in numbers 1-4 above.
- You must engage your classmates in #5 in some fashion.
To earn an "A" grade for 15% of your final grade you must:
- Do all of the things described above for a B grade
- Engage your classmates in a writing/reading/literacy experience that represents what your pedagogy looks like in action.
To earn a "C" grade for 15% of your final grade you must:
- Produce an incomplete handout, but a handout nonetheless.
- Present incomplete information, but present
- Run either under (severely) or over (by talking too long and not by engaging your colleagues) your time.
- Fail to engage your classmates in #5.
Failure to meet the requirements for a "C" grade will result in a grade of "F" for 15% of your final grade.