syllabus ENGL301 Writing & The Teaching of Writing Summer 2021
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LEE TORDA, Phd
310 Tillinghast Hall Bridgewater State University 508.531.2436 ltorda@bridgew.edu Need to make an during a time that is not an open student hour? appointment? Let me know you want to meet by adding yourself to my google.doc appointment calendar here: https://goo.gl/3CqLf and I will send you a zoom link for the time you sign up for. Appointment times open up weekly. |
Summer 2021 Open Hours for students (office hours):
5:00-6:00 T/R and by appointment. NOTE: All classes, student meetings, and open student hours (office hours) this semester will be held virtually via Zoom. Click here to attend ANY of the Open Hour for Students Zoom sessions listed above CLICK HERE TO ATTEND ENGL 301 ZOOM CLASS |
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Need help understanding how to follow the syllabus? Watch this zoom video from the first day of class (it's pretty long at 25 minutes. If you are looking specifically for the information on the syllabus got to minute 22:30 for that portion. The rest is an overview of the policies for the course and how to use the website generally.
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WEEK ONE
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WHEN IT'S DUE
Tuesday 5.25.2021 |
WHAT YOU HAVE TO READ
"Why Johnny Can't Write" 
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WHAT YOU HAVE TO WRITE
DISCUSSION BOARD POST: First Experiences (Best/Worst) DISCUSSION BOARD POST/READING JOURNAL: Summary & Analysis of "Why Johnny Can't Write |
WHAT WE'LL DO IN CLASS
Hour One: Overview Syllabus, Policies, How to read/use the website. Hour Two: Getting into groups, Posting to discussion board, best worst experiences. Explanation of Assignment Design. Hour Three: time in class to read 'Why Johnny" Posting to discussion board; small group discussion. Discussion of Reading Journals/Discussion Board Posts. Last twenty minutes: Partner interviews for class profile page. | ||
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Thursday 5.27.2021
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Locate and Read two articles on education, preferably ELA related, but it doesn't have to be. It should be from a mainstream (not scholarly) source--Like Time or The Boston Globe, etc. One article should be from the 2020-2021. One article should be from 2018 or 2019.
Locate and read ANY ARTICLE that has as it's title "Why-fill-in-the blank Can't fill-in-the blank". It can be from any year (the older the better). |
DISCUSSION BOARD POST: Small group work, what does your "Why/Can't" article have in common with "Why/Johnny"
DISCUSSION BOARD POST: First Book Club Post. DISCUSSION BOARD POST/READING JOURNAL: Your articles about education from 2018-2021 summary & analysis. DUE TO ME via email: your 200-250 word partner blurb. And a picture of you that you are fine with me posting to our class profile page. |
First half hour: questions about class/syllabus/policies/
assignments, etc. OPTIONAL ATTENDANCE. Next Hour (2:00): Follow up to "Why Johnny Can't" group work and posting to discussion board. Last Synchronous Hour: Explanation of Book Club assignment. First Book Club. Reading Gertrude Stein's Tender Buttons. Asynchronous Hour: Post your summary & analysis of your two articles about education from 2018-2021. Read the Discussion Board prompt for complete details. Respond to one other colleague from class. NOTE: asynchronous work is due by Midnight tonight. |
WEEK TWO
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WHEN IT'S DUE
Tuesday 6.1.2021 |
WHAT YOU HAVE TO READ
Chapters 1-3 in Constance Weaver's Grammar to Enrich & Enhance Writing.
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WHAT YOU HAVE TO WRITE
DISCUSSION BOARD POST/READING JOURNAL: Your summary & analysis of the Weaver Reading. REMEMBER: Have your material ready to be posted at class time. You may need to tweak/add during class time to fit the prompt, but you should have the basic summary and analysis set in order to post during class. |
WHAT WE'LL DO IN CLASS
First hour & a half: Grammar lust and loathing; fake grammar quiz; group discussion and posting to discussion board about Weaver reading. Next hour: Reading, in-class, sample flash mentor text memoirs, Ray Bradbury and Salvatore Scibona. Explanation of Flash Mentor Text Memoir assignment. Drafting your Flash Memoir. (text generation exercises). Last hour: Starting to read and respond to student writing. | ||||||
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Thursday 6.3.2021
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Chapters 1 to 5 in Mike Rose's Lives on The Boundary
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DISCUSSION BOARD POST/READING JOURNAL: Your Summary & analysis of the first five Chapters of Lives.
REMEMBER: Have your material ready to be posted at class time. You may need to tweak/add during class time to fit the prompt, but you should have the basic summary and analysis set in order to post during class. Workshop Draft of Mentor Text Memoir (make sure your document is shareable as a link so that you can share your work and get feedback on it during the workshop). |
First hour & a half (1:30 start): Book Club. Reading/Respondingon the Class Discussion Board to "Number Theory." Also, in-class workshop
Second hour: Introduction to Research in Teaching Diverse Populations. Time in groups to pick research topic, begin searching for articles. Asynchronous Hour: Posting and responding to the first five chapter's of Lives on the Boundary. Please read the prompt for complete directions before posting. NOTE: asynchronous work is due by Midnight tonight. |
WEEK THREE
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WHEN IT'S DUE
'Tuesday 6.8.2021 |
WHAT YOU HAVE TO READ
To the end of Lives on the Boundary. Read also, "Mixed Blood Stew" by Jewell Parker Rhodes.
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WHAT YOU HAVE TO WRITE
DISCUSSION BOARD POST/READING JOURNAL: Your Summary & analysis of the final Chapters of Lives. REMEMBER: Have your material ready to be posted at class time. You may need to tweak/add during class time to fit the prompt, but you should have the basic summary and analysis set in order to post during class. DUE TO ME via email: your completed Mentor Text Memoir (please hold off on emailing your completed document until class time). |
WHAT WE'LL DO IN CLASS
First hour and a half: Wrapping up discussion of Lives on the Boundary. Introduction to assignment design project. Beginning work on that project. Second hour: Book Club with "Mixed Blood Stew" by Jewell Parker Rhodes. Third hour: Reading and responding to Student Writing. | ||
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WHEN IT'S DUE
Thursday 6.10.2021 |
WHAT YOU HAVE TO READ
Selection from Louise Rosenblatt's Literature as Exploration & Frank Smith's Understanding Reading.
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WHAT YOU HAVE TO WRITE
Have located and read (with notes) at least one of your three articles for Research in Teaching Diverse Populations. DISCUSSION BOARD POST/READING JOURNAL: Summary and Analysis of Rosenblatt and Smith due by midnight tonight. |
WHAT WE'LL DO IN CLASS
First Hour: Work on drafting your annotated bibliographies. Time in class to check in with group on progress. Second Hour: Group time to work on Final Presentation part of Research in Teaching Diverse Populations. Asynchronous Hour: DISCUSSION BOARD POST/READING JOURNAL: Posting and responding to the Rosenblatt and Smith readings. Please read the prompt for complete directions before posting. NOTE: asynchronous work is due by Midnight tonight. | ||||
WEEK FOUR
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WHEN IT'S DUE
Tuesday 6.15.2021 NOTE: All class work is asynchronous this week. All work is due by midnight the day it assigned. |
WHAT YOU HAVE TO READ
Selection from Wolfgang Iser's The Anthropology of Reading.
Read, also, "She Said it Like She meant it" by Jennifer Blackman in American Short Fiction (link is live).
Read also, From Penny Kittle, Parts 1 and 6 in Write Beside Them and this selection from Lisa Delpit's Other People's Children.
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WHAT YOU HAVE TO WRITE
DISCUSSION BOARD POST/READING JOURNAL: Your Summary & analysis Wolfgang Iser's The Anthropology of Reading. Book Club Discussion Board post for "She Said it Like She Means it". Read the post question prior to posting. ASSIGNMENT DESIGN Discussion Board Post: Post your initial ideas for your assignment design project. Read the post question prior to posting connecting what you read in Kittle and Delpit to your ideas for your assignment. |
WHAT WE'LL DO IN CLASS
NOTE: All class work is asynchronous this week. All work is due by midnight the day it assigned. One-on-One conferences: Click on this google.doc to sign up for a 20 minute one-on-one conference sometime during this forth week of class. SUGGESTED MEETING: Use one hour of the eight hours that you would typically meet in our zoom class this week to meet with your group members to work on your Final Presentation for Research in Teaching Diverse Populations. | ||||
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WHEN IT'S DUE
Thursday 6.17.2021 NOTE: All class work is asynchronous this week. All work is due by midnight the day it assigned. |
WHAT YOU HAVE TO READ/WATCH/or LISTEN TO
WATCH: This TED talk, this TED talk, and this TED talk. LISTEN: To this Podcast on a Chicago area High School "Harper High School Part I" on the radio program This American Life. READ: The Introduction to Asao Inoue's Antiracist Writing Pedagogy. |
WHAT YOU HAVE TO WRITE
DISCUSSION BOARD POST/READING JOURNAL: Your Summary & analysis the three TED talks and the Harper High School Part I podcast I asked you to watch. Please read the discussion board post prior to posting. DISCUSSION BOARD POST: Thinking about the TED talks and the Harper, what questions do you have for our guest teachers? Please read the discussion board post prompt prior to posting your question. (Final) Book Club Discussion Board post for Inoue's Antiracist Writing Pedagogy. We'll use our last book club to explore how reading together can help with non-literary texts. Please read the discussion board post prompt prior to posting. |
WHAT WE'LL DO IN CLASS
NOTE: All class work is asynchronous this week. All work is due by midnight the day it assigned. One-on-One conferences: Click on this google.doc to sign up for a 20 minute one-on-one conference sometime during this forth week of class. Read the instructions for how to prepare for that conference on the google.doc prior to signing up. SUGGESTED MEETING: Use one hour of the eight hours that you would typically meet in our zoom class this week to meet with your group members to work on your Final Presentation for Research in Teaching Diverse Populations. |
WEEK FIVE
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WHEN IT'S DUE
Tuesday 6.22.2021 |
WHAT YOU HAVE TO READ/WATCH/or LISTEN TO
Your Chapters of Antiracist Writing Pedagogy: Chapter 1 & 5 Elizabeth Cheesman Sarah Egan Chapter 2 & 5 Gabriel El Khoury David Golden Chapter 3 & 5 Emma Healey Alexis Medeiros Chapter 4 & 5 Aliyah Pires Tenneh Sesay Lauren Wrigley |
WHAT YOU HAVE TO WRITE
DISCUSSION BOARD POST/READING JOURNAL: Your Summary & analysis of your chapters of Anti-racist writing pedagogy. You will talk in your reading partner/group and post one discussion board post per group. Please read the prompt prior to talking/posting in your group. Bring a rough draft for workshopping of your annotated bibliography cover letter for Research in Teaching Diverse Populations. If you are struggling to figure out what to write check out the assignment page. If you click on the sample annotation, scroll down and see the list of questions I ask. Use those to free write your way to a draft. If you would like to read a sample cover letter, click here. |
WHAT WE'LL DO IN CLASS
First hour and a half: Work on understanding Asou Inoue, antiracist writing pedagogy. Talking about assessment. Reading student writing and thinking about your assessment for your own assignment design. Group work and posting to DISCUSSION BOARD. Second hour (as needed): Book Club Wrap up. Discussion and free-writing for book club final reflection. Also, explanation of final portfolio and deadlines. Final hour: Workshopping your annotated bibliography cover letter for Research in Teaching Diverse Populations. Also: Last opportunity to work on your group presentation. |
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WHEN IT'S DUE
Thursday 6.24.2021 |
WHAT YOU HAVE TO READ/WATCH/or LISTEN TO
Parts 2 & 3 in Kittle's Write Beside Them. Part 5 of Kittle's Write Beside Them and Charity-Hudley & Mallinson's We Do Language available below.
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WHAT YOU HAVE TO WRITE
DISCUSSION BOARD POST/READING JOURNAL: Your Summary & analysis of your chapters of Kittle, Charity-Hudley & Mallinson. Please read the prompt prior to talking/posting in your group (Last Discussion Board Post) Bring a rough draft for workshopping of your assignment design cover letter and handouts. Your sharable handout for your Research in Teaching Diverse Populations group presentation. |
WHAT WE'LL DO IN CLASS
First hour: RDiscussion of Kittle/Charity Hudley & Mallinson reading, thinking about it in terms of your assignment design. Posting to DISCUSSION BOARD. Using what we learn to set up the workshop. Second half hour: workshopping of your assignment design cover letter and handouts. Any remaining questions about the final portfolio. Final Hour: Your group presentations for Research in Teaching Diverse Populations. | ||
Final Portfolio Due Date: Your portfolio is due to me by 11:59 PM on Tuesday, 29 June 2021. Please see how I'm asking you to submit your materials on the final portfolio page.