 English 5060 is a 1-3 variable credit workshop-style course which
provides an introduction to the history and contemporary theories of
composition and rhetoric studies. We begin from the premise that good
teachers are reflective teachers, and good teachers of writing are
reflective teachers of writing. We will examine and reflect on the
development of the field of composition over the last 40 years, focusing on
seminal articles that represent the discipline. That is, we'll study
readings about teaching basic writing, service-learning, online writing,
revision, research writing, proofreading and editing, portfolios, and
assessment rubrics within the context of composition in general and our
composition program specifically. And just as the field of composition
integrates new media tools in its construction, presentation, and
assessment, so too will we.
The goals of this course are twofold: 1) to examine key issues in
rhetorical theory and composition pedagogy and 2) to introduce you to the
complexity of teaching writing in the university, provide a solid basis for
practice, and create a scaffold for future development as a writing teacher.
Instructors
Rebecca Rickly can be
reached at
rebecca.rickly@ttu.edu,
kairoshorses, or 806.742.2500 x268. Office hours are T/TH 11-12:30, or by appointment, in room 489,
and
and W 3-5 online.
Ken Baake can be reached at
Ken.baake@ttu.edu, or
806.742.2500 250. Office hours are T/TH 2:00– 3:30 or any time you find him
in, which is often in the afternoons.
Class Meetings
Class
will be held T/TH from 12:30 to 1:50 in 352/3. Classes will meet
jointly in one of the two rooms for all discussions. We will separate
when individual work is called for.
Student Blogs
Learning Objectives
The objective of the humanities in general is to
expand knowledge of the human condition and human cultures, especially in
relation to behaviors, ideas, and values expressed in works of human imagination
and thought. Through study in disciplines and subjects such as composition and
rhetoric, students will engage in critical analysis and develop an appreciation
of the humanities as fundamental to the health and survival of any society.
Specifically, this course will introduce students to the issues and challenges
of teaching composition and understanding its role in the university.
Upon completion of this course, students will be able to demonstrate
thinking and skills related to:
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Audience awareness.
Students will analyze audience and purpose in rhetorical and pedagogical
situations as related to composition and make appropriate choices.
Measurement: observation and analysis of artifacts produced.
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Critical thinking.
Students will become more conscious of their processes for planning,
drafting, revising, and editing of writing. Students will take an active
role in summarizing, synthesizing, and presenting course content.
Measurement: completion of informal and formal writing assignments
at a quality level. Completion of class, drafting, editing and revising
assignments.
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Diversity and
multiculturalism. Students will become cognizant of challenges facing
non-traditional, underprepared, and those who have been “othered”. Measurement:
active participation in classroom discussion and blogs.
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Grammatical and
syntactical appropriateness.. Students will arrange material to elicit the intended audience's
response achieve an effective tone and voice for a given rhetorical
situation. Measurement: successful completion of an individual
presentation.
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Stylistic awareness.
Students will make stylistic choices appropriate for a given rhetorical
situation. Measurement: successfully create and report on
applications of core composition concepts through collaboration.
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Communication skills.
Students will understand how to present a proposal orally, using
appropriate visuals. Measurement: successfully create, manage,
produce, and report on artifacts through collaboration.
Requirements/Evaluation
Ken
and Becky will collaboratively evaluate most assignments. In some cases, one
or the other of the instructors will evaluate your work, but for the large
assignments (e.g., teaching philosophy and final exam) they will evaluate
collaboratively.
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Participate in class
discussion and blog interactions over readings and ongoing work.
Once a
week for the first ten weeks you'll have a blog post due. Respond to at
least two other students' blog posts each week as well.
Blog
prompts are underlined. (15%)
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Lead a short class
discussion over one required reading. Your selection is to be
scheduled by the end of the first week of class. You will sign up during
the first class period with the date and title of
the reading you'd like to lead discussion over, and try to have at least
one in-class activity. (10%)
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Demonstrate the value
of one core composition teaching concept from Keywords in
Composition Studies in a 3-minute multi-media presentation. You
should sign up for your keyword by the third class; we'll be reviewing many
examples, but
here is one on
enthymemes. (Due 10/21).
(15%)
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Observe or videotape a complete
1301 class period, write up a review (1-3 pages), and share it with
instructor. (Observation finished by 9/30;
report due by 10/30). (15%)
Create a
hypermediated teaching philosophy which includes three main points with
links to three artifacts that support each point. You must include a
minimum of three artifacts: One can be an edited teaching
video excerpt, or some other evidence of excellence in teaching. One should be your keyword presentation. And
one can be an artifact of your choice. (Due
11/25). (20%)
Final Exam. The
final exam will be take home, and will require that you synthesize the
readings, create academic assignments/syllabi, and reflect on the work
you've created. (25%)
If
taking 5060 for one credit, your requirements are attendance and
readings and blog posts for the first 5 weeks, a hypermediated
teaching philosophy essay.
Readings
We will work extensively
out of the following texts and QuickList (the Bedford St. Martin’s materials
will be provided free of charge):
Taylor's DVD and Glenn & Goldthwaite's text were generously provided by Bedford/St.Martin's.
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Schedule
If
reading selections are not available in your texts, they're in PDF through
the schedule. Make sure to read the material in each box prior to that
week’s class.
Once a
week for the first ten weeks you'll have a blog post due. Respond to at
least two other students' blog posts each week as well. During the
first week of classes, you will sign up for the reading/date you'd like to
lead class discussion, and by the third class, you'll sign up for your
keyword. Know that this course should
be considered separate from your obligations for the composition program (if
you're working as a CI or a DI), even though work in this class will inform
your work there; that is, your performance in this class does not affect
your evaluation by the composition program, nor does your performance for
composition impact your assessment in this class.
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Day
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topic
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(1)8/26
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- Discuss syllabus
- Look at books
- Examine requirements
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Video Clip
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Composition as a
discipline Today we will examine the syllabus and the books, and we
will answer questions.
TO DO:
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Find a 1301 instructor to observe
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Select day/readings to lead class discussion
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Set up blog space
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Think about a "Core Concept" from the
Keywords in Composition book
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(2)8/28
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Composition:
History and Tradition. Today we begin our look at the rhetorical roots of current
composition pedagogy.
Blog prompt for this week: What are the 3 most important concepts in composition would you say? These concepts might play a role in your teaching philosophy, so you might think of this question as what are the three most important beliefs about your own teaching do you have?
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(3)9/2
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Composition Paradigms.
Today we'll examine several paradigms for composition. Which one
are you most comfortable with? Why do you think so? How
important are the labels we use?
Make sure you have chosen your core
concept/keyword by today.
You might use Camtasia, iMovie, MovieMaker, PowerPoint voiceover, or some combination.
Blog Prompt: Why do we teach
First Year Writing? What should we be teaching in this course?
Why?
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(4)9/4
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What is Composition? Why do
we teach it? In our first foray into the
Composition in the 21st Century book, we grapple with some common
questions: What is the purpose of FYC? Why do we bother
teaching it at the college level? And who are our students? 
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(5)9/9
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Examining Boundaries and
Beginnings.
We'll be looking at some of the earliest "Expressivist" authors, as well
as a means by which to "see" them (as "contact zones"). We'll also
be looking at some important voices in the field.
Blog Prompt:
Respond to the Take 20 video. What was most surprising?
What were some "themes" you saw emerging? What was most inspiring?
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(6)9/11
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Learning from the Past. Today we'll talk about the past, and what we have (and
perhaps have not) learned from it.
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(7)9/16
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Voice. What is it? How can it/should it affect our writing?
Our teaching? Our students' writing? Aaron Alford and James
Golsan will lead
us in a discussion of the Elbow article.
Blog Prompt: Does
"voice" that resonates compete with or enhance "academic voice"?
How can we write successfully as "academics" and still have voice? Or,
you can talk about how important you think voice is in teaching/grading:
how do you teach "voice"? How do you assess it?
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(8)9/18
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Voice and Assessment. If we value voice, then how should we assess it?
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(9)9/23
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Re-envisioning
Product and Process.
Today we'll look at the composing processes of unskilled writers.
Lorna Cooper will lead the discussion on the Murray article,
and Alyssa Ryan will lead us in our discussion of the Perl article. One frequent
assignment used with underprepared writers is the I-Search paper. See
Site-1 or
Site-2 for more information. It's often used in secondary education, but it's also used in FYC.
Blog Prompt:
Describe YOUR process: How do you write?
Can you think of things that might make the process more successful? How
do you think we should value "process" in our classes?
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(10)9/25
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Cognitive Process and Writing. Today
we'll be talking about the theories of writing that evolved from cognitive
science. Tyler Whitby will lead us in a discussion on
Cognition, Chad Ross will lead our discussion of the Emig article.
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(11)9/30
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Social-Construction Theory.
The idea that knowledge is socially constructed is the basis for a lot
of pedagogy, including that which is process based and emphasizes peer
review. We'll discuss key texts in this movement today, and Bryony
Mirll, Stephanie Lyells, and Jenee' Higgins will lead us in our discussion. Observation must be completed by today Blog Prompt: How important is theory/are theories in our
academic work? Why are they/aren't they important? Is it
important for us to be familiar with theories that guide our work, our
pedagogy, etc.?
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(12)10/2
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Community and Writing. Today we'll be talking about the
importance of community in writing. Landon Moore will lead the
discussion on North, and Becky Benson and Bonnie May will discuss Hillocks.
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(13)10/7
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- Part
III: "Who Will Assess Composition in the 21st Century and How
Will They Assess It?"
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"iStyle" (Warner)
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Skills and Assessment.
What are the skills necessary for a student to succeed? For a teacher to
teach? What is the importance of assessment?
Blog Prompt:
Given what you've read for this week
(or even from previous weeks), what puzzles you? What are you
wrestling with? What questions do you have that others might be
able to answer/help you wrestle with?
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(14)10/9
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Grammar and "Error."
What are "errors" in FYC? What
counts? Who should decide? And how important is
"correctness"? Jake Ricafrente will lead us in a
discussion of Williams.
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(15)10/14
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"Why I (Used to) Hate to Give Grades" (Bloom) [Glenn/Goldthwaite]
"Frequency of Formal Errors in Current College Writing, or Ma and Pa Kettle Do Research" (Connors & Lunsford) [Glenn/Goldthwaite]
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Error Continued. Today we'll continue to talk about error and how important
it is (or should be) in students' writing, and Chris Shaw will lead the discussion
today. How should "error" figure into
grading?
Blog Prompt:
What is a philosophy of composition or a philosophy of teaching? Are
there different types of philosophies? What teaching and learning strategies do
you think might go into your philosophy?
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(16)10/16
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Proofreading, Editing, Grammar. Today we'll talk about "grammars" and discuss which types
we, as FYC instructors, should be concerned with. Bailey Miller will lead
the discussion on the Hartwell chapter.
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(17)10/21
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Who are we as Teachers?
Who should be teaching the 21st century students? What should they
be teaching them?
Andrea Muru
and Eunjeong Lee will lead us in a discussion.
(Have you seen this
tutorial video on videoing? The MuLL has others available
if you're interested.)
Keyword Project DUE
Blog Prompt: What should a
FYC teacher come to class knowing? What should a FYC student come
to class knowing? How can we prepare for "Plan B" when they don't?
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(18)10/23
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Commentary and Power. What are some of the best strategies you've seen used in commenting as a document instructor?
Karen Campbell will lead the discussion on the Selfe and Selfe article.
Read and reflect on the following comments:
Reader
1 comments
Reader 2 comments
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(19)10/28
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Control. It's important to think about where you've been, where you're at, and where you're going as a reflective teacher.
Kevin Burnett will lead the discussion on the Straub article,
and Ashleigh
Brewer will lead the discussion on Peer Writing Groups.
Blog Prompt: Choose one of the
following: How can we facilitate service learning (or SHOULD we)?
What is Teaching? What makes a "Perfect Teacher"? Or, given
all we've read and discussed (and all of your experiences in TOPIC), how
is your Teaching Philosophy evolving?
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(20)10/30
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Assessment Matters. Today we'll rethink Validity and Reliability. Emily
Donnerberg will lead the discussion on assessment today. What is it that we're teaching that makes a difference? What transfers beyond the classroom? This is a question that many are wanting to know.
See this article in the Washington Post recently, for instance.
If you'd like to learn more about Composition, you might spend some time with the Bedford Bibliography.
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(21)11/4
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Distributed Assessment, Hybrid Models, Validity, Reliability, and Transfer.
Some questions for you to consider: What are the "7-Deadly Sins" when it comes to grammar?
How should it be incorporated (or not) into teaching revision? How can
we help foster deep revision? How might rubrics foster revision?
How can technology enhance our existing pedagogies rather than us changing our pedagogy to fit the available/accessible technologies? Take control over the technology in order to wield it usefully and seamlessly. Networked learning spaces require us to inhabit those spaces in order to really make meaningful connections through them. The hardware, ultimately, is relatively inconsequential. Do with what tools we have. Interaction using computers can work well for some, but might not work well for others; important not to make assumptions. But, also important to challenge students (and teachers) to try new forms of communication, as such new forms are becoming more the norm outside of academe. Technological literacy is here to stay, and some aspects SHOULD be taught in composition. Other aspects are not necessarily part of composition. We can transform and extend and develop community and voice in productive ways. The cost of technology can be daunting, but the value in savings over the long run can be staggering.
Andrew Kibelbek will lead the discussion on "transfer".
Observation Report DUE
Blog Prompt: What is the "End of Composition"? How do we
get there? What are the principles of good writing instruction
that will get us there?
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(22)11/6
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Post-Process Theory. What do you think is next AFTER "Post-process"?
What is the next big theory in Composition? Matt Bonnitt will lead
us in our discussion of post-process theories.
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(23)11/11
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Action Research and Ethnography.
Blog Prompt:
How can we learn from what we do/teach? How can we continue to
better ourselves as teachers? What are some ways we can become
"reflective practitioners"?
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(24)11/13
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Audience and Discourse Communities.
How should we address diversity? Rachel
Kennedy will lead us in a discussion of Rethinking Diversity. We'll talk about teaching portfolios today.
Recently in The Washington Post an
interesting article about plagiarism and Turnitin.com was printed. Might be of interest. High school students rebelling. Also, The CCCC Position Statement on teaching, learning, and assessing writing in digital environments might be of interest.
It's located here.
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(25)11/18
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Empowerment.
What happens when the first voice you hear is not
your own? Rhonda Lott will lead our discussion today.
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(26)11/20
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Challenges to 21st Century Composition.
What are the major problems, issues, and challenges
facing Composition teachers (and students)? Terry Heater will lead
our discussion on Trolls Among Us.
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(27)11/25
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Plagiarism.
What IS plagiarism? How do we recognize it? What should the
punishment be? Jeannie Bennett will lead us in a discussion on the WPA
Plagiarism statement.
Hypermediated Teaching Statement Due
Look at
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(28)12/2
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Exam Preparation.
Final Exam
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Required Final: Final
examination must be submitted via email attachment to your instructor of
record by the university set exam time of Dec. 10, 4:30-7pm.
Academic Honesty and Appropriate Behavior
We are committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement. Cheating on papers tests or other academic works is a violation of College rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior. Further, you are expected to follow "netiquette." Please review Department of English "Ethics in English: A Guide for Students." Further, you are expected to follow "netiquette." See, also, the WPA's statement about plagiarism.
Assignment Expectations
Grade Range
A: 92.5-100%
A-: 89.5-92.4
B+: 86.5-89.4
B: 83.5-86.4
B-: 79.5-82.4
C+: 76.5-79.4
C: 73.5-76.4
C-: 69.5-72.4
D+: 66.5-69.4
D: 63.5-66.4
D-: 59.5-62.4
F: 59.4-0.0
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The following is a general description of expectations for assignments:
- A. Your work is of impeccable (or almost impeccable) quality in both content and format design, with no major weaknesses in any area. It provides adequate information that users need and effectively fulfills the intended purposes. Presentation is of professional quality. There are few if any mechanical errors.
- B. Your work is of high quality in most of the major areas. It fulfills the user's needs and your intended purposes quite effectively. Presentation is quite professional. There are only a few mechanical errors.
- C. Your work is of reasonable quality in most areas. It fulfills the user's needs and your intended purposes to a large extent, although major deficiencies are observable. Presentation is of semi-professional quality. There are some mechanical errors, but not to the extent of seriously affecting readers' comprehension.
- D. Your work is of acceptable quality in most areas. It fulfills the user's needs and your intended purposes to some extent, but major deficiencies exist in several areas. Presentation quality is acceptable but low. There are a significant number of mechanical errors.
- F. Your work is unacceptable in quality. It does not fulfill the user's needs or your intended purposes. Major deficiencies are observed in most areas. Presentation quality is poor, and there are too many mechanical errors.
Advice
Be reflective in peer response and the revising process (be wholehearted, sincere, and responsible), and think in terms of process as opposed to product. That is, instead of dictating an authoritative "answer" or "solution" to a peer's particular point (or lack thereof), suggest a useful question that will allow for an opportunity to think beyond the immediate example or problem or issue. Tutors are available in the writing center, and
the instructors am often available to work with you on anything course-related. Know that this course should be considered separate from your obligations for the composition program (if you're working as a CI or a DI), even though work in this class will inform your work there; that is, your performance in this class does not effect your evaluation by the composition program, nor does your performance for composition impact your assessment in this class.
Some Policy Clarifications
- Special needs.
We seek to provide effective services and accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, you are required to register with Disability Support Services at the beginning of the semester. If you will require assistance during an emergency evacuation, notify your instructor immediately.
- Late work.
Late work may be penalized one letter grade per day. Know that assignments are subject to change.
- Attendance. If you are absent, do not check your email regularly, or do not participate online you obviously cannot meet certain opportunities to learn. Also, peers' learning is disrupted. If it is clear that you are not committed to participating to this key element of the course, your grade may be reduced, or you may be asked to drop the course. Instructors may administratively withdraw a student from class enrollment for attendance and disciplinary issues with the approval of academic affairs. For attendance issues, the enrollment withdrawal may be initiated within the 60 to 75% time-period of the course. The registrar's office will notify the student if this action occurs. Regarding the observance of a religious holy day: a student will be excused from attending classes or other required
activities, including examinations, for the observance of a religious
holy day and the time necessary to travel for this observance. The
student will not be penalized for the absence and will be permitted to
take an exam or complete an assignment missed during the excused
absence. No prior notification is required.
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For Further Reading
The
following are "top listed" books for TA Training from Susan McLeod
on the WPA Listserv (4/17/06).
- Duane Roen, Strategies for Teaching First-Year Composition, NCTE
- Irene Clark, Concepts in Composition, Erlbaum
- Cheryl Glenn et al., The St. Martin's Guide to Teaching Writing,
Bedford/St. Martin's
- Ed Corbett et al., The Writing Teacher's Sourcebook, Oxford
- Erika Lindemann, A Rhetoric for Writing Teachers, Oxford
- Steven Wilhoit, The Allyn & Bacon Teaching Assistant's Handbook
- Victor Villanueva, Cross Talk in Comp Theory, NCTE
- Tina Good and Leanne Warshauer, In Our Own Voice: Graduate Students
Teach Writing, Longman
- Richard Haswell and Min-Shan Lu, Comp Tales, Longman
- Shirley Morahan and T.R. Johnson, Teaching Composition: Background
Readings, Bedford/St. Martin's
- Ira Shor, Empowering Education, U of Chicago P
- Richard Straub, A Sourcebook for Responding to Student Writing, Hampton
Other related texts worth exploring for your research paper (also coallated from McLeod):
- David Bartholomae, Writing On the Margins, Bedford/St Martin's
- Timothy Barnett, Teaching Argument in the Composition Course: Background
Readings, Bedford/St. Martin's
- John Bean, Engaging Ideas, Jossey-Bass
- Wendy Bishop, Teaching Lives: Essays and Stories, Utah State UP
- Wendy Bishop and Deborah Teague, Finding Our Way, Houghton Mifflin
- Lee Ann Carroll, Rehearsing New Roles, Southern Illinois UP
- Russell Durst, Collision Course, NCTE
- Lisa Ede, On Writing Research: The Braddock Essays, Bedford/St. Martin's
- Peter Elbow, Writing With Power, Oxford
- Joan Graham et al., Scenarios for Teaching Writing, Boynton/Cook
- Richard Graves, Writing, Teaching, Learning, Boynton/Cook
- Gail Hawisher and Cynthia Selfe, Passions, Pedagogies, and 21st Century
Technologies, Utah State UP
- Robert Leamnson, Thinking about Teaching and Learning, Stylus
- Amy Lee, Composing Critical Pedagogies, NCTE
- Ilona Leki, Understanding ESL Writing, Boynton/Cook
- Cindy Moore and Peggy O'Neill, Practice in Context, NCTE
- Nedra Reynolds and Rich Rice, Portfolio Teaching: A Guide for Instructors,
Bedford/St. Martin's
- David Rosenwasser and Jill Stephen, Writing Analytically, Heinle
- Frank Smith, Joining the Literacy Club, Heinemann
- Josephine Tarvers, Teaching in Progress, Longman
- Gary Tate et al., A Guide to Composition Pedagogies, Oxford
- Lad Tobin, Reading Student Writing, Boynton/Cook
- Ed White, Assigning, Responding, Evaluating, Bedford/St. Martin's
- Anne Wysocki et al., Writing New Media, Utah State UP
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