ࡱ> AC@U )bjbjnn *<aa!TTTTThhhh|<hvxxxxxx$TTTTTvv6񮼶iF&b0.? ? 6? T6, ? B : English 259: Seminar in Composition Studies Fall Semester 2010 Robert Cullen Wednesdays 4:00 to 6:45 p.m. FOB 117, ph (408) 924-4454 Health Bldg. 405 rjcullen@att.net Section 1 Office Hours M 3-4 p.m. Code 40612 and by appt. English 259 will address a broad range of topics having to do with the teaching of college writingassignments, grades, theories of composition, ESL, Basic Writing, assessment, and more. Our shared work throughout the semester will be to read and discuss the essays reprinted in Cross-Talk in Composition Theory. You will also write a seminar paper and give an oral presentation based on extensive independent research. Finally, you will be expected to observe two composition classes and do twenty minutes of low-risk practice teaching (see below). Texts Required: Victor Villanueva, ed. Cross-Talk in Composition Theory: A Reader. Second edition. NCTE, 2000. Required: Doug Lemov. Teach Like a Champion. Jossey-Bass, 2010. Merely Recommended: Tina Lavonne Good and Leanne B. Warshauer, In Our Own Voice: Graduate Students Teach Writing. Allyn & Bacon, 2000. Merely Recommended: Stephen W. Wilhoit, The Allyn & Bacon Teaching Assistants Handbook. Allyn & Bacon, 2003. Seminar Paper A seminar paper is due the last day of class, December 8. It must conform to current Modern Language Association style. Please, no faxed or emailed papers. Except in extraordinary circumstances, late papers will be penalized as follows: papers that are one day to one week late will be marked down one full letter grade (e.g. B to C); beyond one week papers will not be accepted. Any paper turned into my mailbox must be date- and time-stamped by the English Department staff. Never assume that I will grant you an incomplete. Presentations Further information about presentations, as well as a schedule, will be provided later in the semester, after enrollment is settled. Expect to make a presentation of approximately 30 minutes, to be followed by 10-15 minutes of Q&A or class discussion. Practice Teaching Ill expect you to teach two 10-minute segments to the class. Details to be announced. I will use contract grading for this part of the class: teach 2 segments for an A, 1 for a B, 0 for a one-legged A. Observations The best way to learn how to teach is to do it. The second-best way is perhaps to observe others teaching. Thus I am asking you to arrange to visit two composition classes this semester, at 91 or elsewhere. As evidence that you have observed classes and thought about them, please type up short, informal reflections on what you saw (perhaps 400-500 words). You cant do this wrong. I will use contract grading for this portion of the seminar requirements: for an A, complete two observation reports; for a B, do one; for an F, none. Grading Seminar paper 50 % Oral presentation related to paper 15 % Participation 15 % Practice Teaching 10% Observations 10 % Academic Integrity Cheating, plagiarism, unauthorized possession of materials, and submission of downloaded essays or parts thereof all breach academic honesty. Such violations will be prosecuted following the processes and eventuating in the sanctions described by official University policies. No form of academic dishonesty will be tolerated. Sanctions range from receiving an F on an assignment to permanent expulsion from the University. If you have any questions whatsoever about how to document any sources you use, see me. Keep hard copies of your papers as well as all notes, rough drafts, computer files, and research materials for at least six months after the conclusion of the class. Here is the recommended greensheet statement from the Office of Student Conduct and Ethical Development: Your own commitment to learning, as evidenced by your enrollment at San Jos State University, and the Universitys Academic Integrity Policy require you to be honest in all your academic course work. Faculty are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found [online]. Special Needs Students who require accommodation for special needs (physical, learning disability, etc.) must personally contact the Disability Resource Center (Administration 110, ph. 924-6000). The Center can provide a variety of resources including note takers and sign interpreters. The Center approves all individual accommodations. Please obtain the DRCs written approval for accommodation and present it to me no later than the second class meeting. Here is the Academic Senates greensheet statement on disabilities: If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment to meet with me as soon as possible or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability. SCHEDULE, ENGLISH 259, FALL 2010 Abbreviations AB The Allyn and Bacon Teaching Assistants Handbook by Wilhoit CT Cross-Talk in Composition Theory by Villanueva GW Good and Warshauer, In Our Own Voice TLC Teach Like a Champion, by Lemov 8/25 First meeting: introductions, overview, enrollment. 9/1 Foundations and Perspectives, I In CT Both Prefaces, xi xvi. Murray, Teach Writing as a Process Not Product, 3 [pub. in 1972] Ong, The Writers Audience Is Always a Fiction, 55 [1975] Emig, Writing as a Mode of Learning, 7 [1977] In TLC, Introduction and Chapter 1 9/8 Foundations and Perspectives, II In CT Flower & Hayes, A Cognitive Process Theory of Writing, 273 [1981] Berlin, Contemporary Composition: The Major Pedagogical Theories, 255 [1982] Britton, Spectator Role and the Beginnings of Writing, 151 [1982] In TLC, Chapter 2 9/15 Foundations and Perspectives, III In CT Bizzell, Cognition, Convention, and Certainty, 387 [1982] Bizzell, William Perry and Liberal Education, 319 [1984] Berthoff, Is Teaching Still Possible?, 329 [1984] Breuch, Post-Process Pedagogy: A Philosophical Exercise, 97 [2002] In TLC, Chapter 3 9/22 Assigning, Responding, Assessing Bring one copy of any graded/marked student essaynot your grades or marks. Please remove student and instructor names. * Also bring one college prompt for a paper, again not yours. Just the prompt is enough, and it need not be linked to the student essay you bring. Please remove the instructors name. In TLC, Chapter 4 9/29 How Essays and Writers Work In CT Rogers, A Discourse-Centered Rhetoric of the Paragraph, 175 [1966] Braddock, The Frequency and Placement of Topic Sentences, 189 [1974] Sommers, Revision Strategies of Student Writers, 43 [1980] Witte and Faigley, Coherence, Cohesion, and Writing Quality, 235 [1981] In TLC, Chapter 5 10/6 Basic Writing, ESL, and Non-traditional Students, I * Bring to class 4 copies of a short paper containing ESL or BW characteristics. In CT Shaughnessy, Diving In, 311 [1976] Perl, The Composing Processes of Unskilled College Writers, 17 [1979] Lunsford, Cognitive Development and the Basic Writer, 299 [1979] Hartwell, Grammar, Grammars, and the Teaching of Grammar, 205 [1985] In TLC, Chapter 6 10/13 Basic Writing, ESL, and Non-traditional Students, II In CT Rose, Narrowing the Mind and Page, 345 [1988] Hairston, Diversity, Ideology, and Teaching Writing, 697 [1992] Bizzell, Contact Zones and English Studies, 479 [1994] In TLC, Chapter 7 10/20 Gender, Race, and Politics in the Composition Classroom, I In CT Flynn, Composing as a Woman, 571 [1988] Ritchie, Feminism in Composition, 587 [1999] Brodkey, On the Subjects of Class and Gender, 677 [1989] In TLC, Chapter 8 10/27 Gender, Race, and Politics in the Composition Classroom, II In CT Royster, When the First Voice You Hear Is Not Your Own, 611 [1996] Villanueva, On the Rhetoric and Precedents of Racism, 829 [1999] Cushman, The Public Intellectual, Service Learning, 819 [1999] In TLC, Chapter 9 11/3 Holistic Grading at 91 / Student Presentations In TLC, Chapter 10 Finish TLC as follows: Nov 10: Chapter 11 Nov 17: Chapter 12 Nov 24: Chapter 13. The bulk of class time from 11/10 to 12/8 (our last class) will be devoted to student presentations related to your seminar papers. 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