EH 601: Composition Pedagogy
Course Syllabus: Spring 2003
TR 3:55-5:15 : 3 credit hours
Dr. Diana Calhoun Bell
Morton Hall 226-A
Telephone: 824-2381
E-mail:
belldc@.uah.edu
Office Hours: MTWR 3-4
and by appointment
Course
Materials:
Textbooks:
·
Teaching Composition:
Background
·
Standards
for the Assessment of
· MLA Handbook for Writers of Research Papers by Joseph Gibaldi
Handouts:
· Handouts will be available in Salmon Library for student use. These handouts may be checked out for a two-hour period. You may copy these articles or take notes on them for class discussion. If at all possible, I recommend copying them so that you can have them for reference purposes.
Additional materials:
·
The
·
The New
St. Martin’s Guide to Teaching Writing. Edited by Robert Connors and Cheryl
Glenn
·
The
Writing Teacher's Sourcebook
Course
Description:
This course serves as an investigation into the theories and practices of the teaching of writing. Students will research and analyze composition scholarship and then work towards pedagogical application of their knowledge.
Course
Objectives:
§ To introduce students to scholarship in rhetoric and composition
§ To introduce various historical and practical approaches to the teaching of writing
§ To develop expertise in applying research and theory in a pedagogical paradigm
Course
Requirements:
Reading/Listserv postings/participation/preparation
· Reading Assignments: Textbooks, handouts, research material, listserv postings, peer writings. We will be reading a variety of types of academic discourse, from research papers, to creative non-fiction, to theoretical pieces, to student-generated responses and essays. Each of these types of readings will be challenging and students are expected to meet these challenges with a reflective attitude and an open mind.
·
Listserv/Reading Responses: Each reading
assignment requires a response/discussion that investigates an interesting,
confusing or controversial quote or concept from the readings. These discussions must incorporate
significant concepts from the readings, either individually, or synthetically.
There are two ways to complete this assignment each week. Although these
responses are not "graded" in the traditional sense, students wishing
to acquire full participation credit must fulfill both of these requirements.
Written response: Each week you will submit a typed discussion/response investigating an aspect of one of the readings for the week. The discussion should be two to three pages in length and should be submitted in annotated bibliographic form.
Listserv posting: For this response, you may generate a new topic
or respond to someone else’s previous statement, but the response must utilize
one of the readings as the basis of the conversation. These are informal postings but should be
about 300 words in length. You are required to post once a week, but I
anticipate lively discussion and commentary, so you may post as many statements
or responses as you wish. All students must have an e-mail account no
later than January 16 so that we can all participate in this exchange of
ideas. The listserv address is comptalk@uah.edu.
Participation: Students are
expected to participate in class discussions, both small and large group, as
well as our on-line listserv. Most
importantly, however, you will participate by attending each class meeting for
the entire class session. Class attendance is regarded as an obligation as well
as a privilege, and you are expected to attend regularly and punctually. Late papers and projects will be accepted
only with prior approval from the instructor after an individual consultation
during office hours.
Research Paper/Project--200 points
· Research project: (200 points) Research papers will be 15-20 pages and must use a minimum of 12 secondary sources, two of which should be from course texts. You must also conduct primary research as reflective practice. In order to complete this assignment, you will identify an area of interest to pursue for this research project. This area should be controversial or address a current issue being debated in the field of composition and rhetoric. Remember, this paper must provide an argument instead of a simple description of a problem or issue. You will take a stance within a controversy and (of course) justify your position. The paper will be worth 100 points, which will count double in arriving at the final grade for the course
Research Materials--100 points
This research will be ongoing throughout the semester, but important written documentation includes:
|
Proposal |
Feb. 3 |
|
Preliminary Bibliography |
Feb. 11 |
|
Scholarly perspectives with revised bib (5 pages/20 pts) |
Feb. 25 |
|
Individual conference (10 pts) |
Feb. 24-Feb. 29 |
|
Writing Center Visit (10 pts) |
Before April 10 |
|
COMPLETE DRAFT of paper (15-20 pages; 3 copies—25 pts) |
TBA |
|
Due date for papers (No extensions) |
April 17 |
Final--100 points
·
Final: The final exam for this class will
be in written essay form. You may either build on your research project by
developing and discussing a practical application of the concept discussed in
your research project, or choose the essay question developed especially for
this class. Should you choose option
one, your application could be anything from an innovative semester-long
writing course based on your research project or a revision of a standardized
writing assessment instrument. In the past I’ve had students develop a training
manual for the Writing Center, design collaborative projects for the Public
Speaking classroom and even write a grant proposal. This project must be detailed and closely
connected to the research project.
Ideally, this project will be a solution to the problem or an
application of the theory discussed in your research section. Option two questions will be derived from
class readings and discussions.
NOTE: I do not accept late work. All assignments must be submitted on time. Please see me during office hours PRIOR to
the deadline if extenuating circumstances arise.
EH 601/Writing Pedagogy
|
Date |
Topic |
Reading |
Writing |
|
January 7 |
Introduction/Orientation |
|
|
|
January 9 |
History |
§ Handout: “The Nature of Composition Studies (Lunsford) § Listserv |
|
|
January 14 |
Teaching |
§ Teaching: "Some Basics for Thinking and Teaching Writing" (Hillocks) § Listserv |
§
Reading/Listerv
Discussion |
|
January 16 |
History |
§
Bedford
Bibliography § Listserv |
§
Reading/Listerv
Discussion |
|
January 21 |
Theory/Philosophy |
§ Teaching: "Inventing the University" Barthomae §
Listserv |
§
Reading/Listserv
discussion |
|
January 23 |
Theory/Philosophy |
§ Handout: "A Hero" (Zebroski) § Listserv |
§
Reading/Listserv
discussion |
|
January 28 |
Rhetoric |
§
Teaching:
“Rhetoric and Ideology in the Writing Class” (Berlin) §
Listserv |
§
Reading/Listserv
discussion |
|
January 30 |
Rhetoric |
§ Teaching: "The Rhetorical Stance" (Booth) § Listserv |
§
Reading/Listserv
discussion |
|
February 3 |
Workshop |
§ Listserv § Handout: “Between the Drafts” (Sommers) |
§
Research
Proposal (1 pg; 5 sources; 3 copies) §
Listserv
posting |
|
February 5 |
Process |
§ Teaching: Understanding Composing (Perl) §
Listserv |
§
Reading/listserv
discussion |
|
February 11 |
Collaboration |
§ Reading: Toward Reconstructing American Classrooms (Bruffee) § Handout: “The Risky Business of Group Work” (Roskelly) §
Listserv |
§
Preliminary Bibliography §
Reading/Listserv
discussion |
|
February 13 |
Collaboration |
§ Handout: “Petals on Wet Black Bough” (Vielstimmig) §
Listserv |
§
Reading/Listserv
discussion |
|
February 18 |
Grammar |
§
Teaching
or St. Martins: “Grammar, Grammars” (Hartwell) |
§
Reading/Listerv
Discussion |
|
February 20 |
Error in Writing |
§
Teaching:
"Phenomenology of Error" (Williams) |
§
Reading/Listerv
Discussion |
|
February 25 |
Workshop |
§
No
Readings |
§
Scholarly
perspectives with bibliography (5 pages of text) §
Listserv
posting |
|
February 27 |
Assessment |
§
Teaching:
"Responding to and Evaluating Student Writing (Sommers) §
Listserv |
§
Reading/Listerv
Discussion |
|
March 4 |
Assessment |
§
Standards
for the Assessment of Reading and Writing (NCTE) § Listserv |
§
Reading/Listerv
Discussion |
|
March 6 |
Grading |
§ Handout: "Embracing the Contraries" (Elbow) §
Teaching:
"Why I (Used to) Hate to Give Grades." (Bloom) |
§
Reading/Listerv
Discussion |
|
March 11 |
Students and
Teachers |
§ Handout: "Car Wrecks, Baseball Caps" (Tobin) §
Handout:
“Diving In: An Introduction to Basic Writing” (Shaughnessy) §
Listserv |
§
Reading/Listerv
Discussion |
|
March 13 |
Technology |
§ Teaching: "Narratives of Self" |
§
Reading/Listerv
Discussion |
|
March 18 |
Teacher Response |
§ Class Assignment |
§
Reading/Listerv
Discussion |
|
March 20 |
Learning Styles |
§ MBTI |
§
Reading/Listerv
Discussion |
|
March 25 |
Spring Break |
|
|
|
March 27 |
Spring Break |
|
|
|
April 1 |
Writing Workshop |
§ Peer Review (in class) § Listserv |
§
Group 1
Drafts (3 copies) |
|
April 3 |
Writing Workshop |
§ Peer Review (continued) |
§
|
|
April 7 |
Writing Workshop |
§ Peer Review (in class) |
§
Group 2
Drafts (three copies) |
|
April 9 |
Writing Workshop |
§ Peer Review (in class) § Listserv |
§
Writing
Center Visit before tomorrow |
|
April 15 |
No Class (Honors
Day) |
|
|
|
April 17 |
Research |
§ Presentations § Listserv |
§
Projects
DUE |
|
April 22 |
Research |
§ Presentations |
§
|
|
April 24 |
Final Exam (3:00) |
§ Listserv |
§
Final
Exam |