Spring
2009
MW
2-3:15
1204 TLC
“Holding
Ground”: Pedagogical Possibilities for
the Writing Teacher
“Let me put it this way: you have
to be sure about a position in order to teach a class, but you have to be
open-ended enough to know that you are going to change your mind by the time
you teach it next week. As a strategy, that means holding enough ground to be
able to think a position but always putting it in a way which has a horizon
toward open-ended theorization.”
--Stuart Hall, Critical
Dialogues in Cultural Studies, 1996
CONTACT INFORMATION
Professor: Dr. Angela
Insenga
E-Mail: ainsenga@westga.edu
Office: TLC 2245
Office phone: 678 839 4864
Office hours: MW, 10-11,
Website: www.westga.edu/~ainsenga
THE
COURSE
Course
Objectives:
·
Students will gain understanding of
theoretical foundations in the field of Rhetoric and Composition and its
intimate relationship to teaching writing.
·
Students will apply said theories in
and to the classroom situation through writing, presentation, and discussion of
ideas.
·
Students will demonstrate understanding
of both theory and practice of it through reflective, informal, and formal
writing situations.
·
Students will attend classes and
writing center consultations, observe teachers in action, and reflect in
writing on the pedagogical practices they witness.
·
Students will research, theorize, and
articulate a current pedagogical position for themselves toward the end of the
semester.
General
Course Description:
This class may be taken
to satisfy the Writing and Language (Major Area C) requirement. It may be taken
to satisfy 3 hours of WAC requirement.
This class serves as a survey of major foundational
philosophies and pedagogical practices in the field of Rhetoric and
Composition. The course works to connect
such theories to meaningful practice in the instruction of writing. Built in
components include research, both reflective and theoretical writing, and field
experience in both college classrooms and the
Description
Specific to this Semester’s Course:
Pedagogy [ped-uh-goh-jee,
-goj-ee]–noun, plural -gies. 1. The function or work of a teacher;
teaching. 2. The art or science of teaching; education; instructional methods.
Most students spend the
better part of their college years engaged in close reading and producing
various types of writing. There comes a time, however, when
teachers-in-training must turn a great deal of attention towards the hard work
of becoming a teacher. This change occurs when we raise our hands in classes to
ask what, how, and even why we instruct. This course begins to
address these questions.
Because we become better
teachers when we continue to practice the skills of close reading and the craft
of writing, we’ll first talk much about our own writing practices, namely those
methods we can detect in the instruction we’ve received and their effect on our
learning. We’ll write, rewrite, and write again in an effort to hone our skills
recursively. Then, we’ll turn our attention to current trends and instructional
methods deployed in secondary English/Language Arts by not only reading and
analyzing primary texts but also the theory that informs classroom practice. To
deepen our understanding of the myriad pedagogical possibilities in English
Studies, observations of other teachers at work in composition and literature
classes will also be required.
THE
WORK
Required
Texts:
·
Critical
Encounters in High School English: Teaching Literary Theory to Adolescents by Deborah Appleman
·
Teaching
Writing in Middle and Secondary Schools by Jim Blasingame and John H. Bushman.
·
Fever,
1793 by Laurie
Halse-Anderson
·
A
Separate Peace by John
Knowles
·
My Own
True Name: New and Selected Poems for Young Adults by Pat Mora
·
The Conceptual Framework, from UWG’s Professional
Education Unit and the
Major
Assignments:
·
Two short
essays (20%, 20%)
·
Periodic
Reading Quizzes or Thinking-on-Paper exercises (10%)
·
Classroom Observation and written Reflection Pieces (20%)
·
Pedagogy
Project (30%)
Description
of Major Assignments:
·
Two short essays
You
will complete two short essays, one early in the semester analyzing Mora’s
poetry and one after mid-term that offers an interpretation of Knowles’s
text. These essays will require that we
practice our own writing processes, deploy various strategies from our own
skills arsenals, and then discuss how we might distill and install our writing
practices in a secondary classroom. Each
essay will have its own assignment sheet, modeled in the way you might imagine
modeling your own assignments later on in the term and in your own classrooms
in the future. You are also required to
turn in all work for each essay, from brainstorming to drafting to Peer Review
to final draft, so make sure not to throw anything away.
·
Periodic
From
time to time, I will ask you to complete reading quizzes or what I call
Thinking-on- Paper exercises in which you will write on a given topic,
quotation from the primary or secondary readings, or even an educational issue. These will be collected after
completion. I will give absolutely no
make up quizzes or make up Thinking-on-Paper pieces.
·
Classroom Observation and
Reflection Writing Assignments
This semester,
After each of your in-class observations of
professional teachers in action, and after your one-hour of observation in the
UWC, you will do two things: first, you
should set aside some conference time with the each class’s professor to talk
about his/her teaching style and to ask questions about the work you witnessed. Secondly, you will write 300-word Observation
Reflection Pieces about both classes
and the UWC hour you witnessed (three Observation Reflection Pieces in all).
In each Observation Reflection Piece, you should strive to talk
about teaching practices you observed and must work not to summarize. These Reflection Pieces are not so much about
discussing what you see (summary) but discussing how the teacher
presents what you see (teaching strategies and their effect). That is, instead of writing “Professor
Sturgis gave a reading quiz, gave back essays, and discussed how to write
introductions,” you might talk about the sorts of questions he asked his
students on the quiz or how he engaged his pupils during discussion and
instruction—lecture, Socratic dialogue, small groups, etc. Then, you might discuss how the students
responded to the method. You might even
choose to focus in one or two aspects of each class and/or consultation you
witness, detailing and then reflecting upon how you envision yourself using (or
not using) the method(s) and offering up reasons why (or why not).
The three Observation Reflection Pieces are due at
the end of the semester, but I am amenable to examining them with you before
that time to make sure you are on the right track.
·
Pedagogy Project
Towards the end of the semester, students will work
alone and in class to model a multitude of strategies to teach writing using
Laurie-Halse Anderson’s text, Fever
1793.
We’ll come up with small and large assignments, participate in and
create class activities, discuss and devise grading scales, and even try our
hand at fashioning vocabulary and grammar lessons using this novel. Then, each student will choose his/her own
appropriate text and create a sequence of at least three detailed Lesson Plans
that incorporate writing assignments.
Finally, students will write an essay (3-4 pages) that justifies their
Lessons Plans by explaining the pedagogical philosophies behind them. Students will want to refer to English and
Language Arts standards (see your class resource page for links) as part of the
justification for their practices and in their Lesson Plans, but I also expect
that students will begin to articulate their own pedagogical positions on the
teaching of writing in this portion of the project. MLA documentation and Works Cited pages are
required, and students may use and/or adapt Lesson Plan templates listed on the
class resource page.
THE
POLICIES
The
Required
Format:
All
out-of-class work must be word-processed and use correct MLA
format and documentation. If you need a review of this documentation
system, check your course resource page for links to MLA supplements.
My
Website/Paperless Policy:
Many of your
professors in the past may have used WEBCT for getting information to
you. However, I use only my website (www.westga.edu/~ainsenga ).
All information for this course—this document, the assignment sheets, pertinent
handouts, announcements, resources, etc.—are hyperlinked on the website. Please
check the site regularly for updates. Further, you will be responsible for
printing out all documents from my website to bring to class.
My
UWG Policy:
As
of fall 2006, all e-mail correspondence between professors and students must
occur via university e-mail. Please send all questions/ideas/concerns to
me via you’re My UWG account. I cannot answer to any other e-mail
address.
Departmental
Attendance/Disruptive Student Policies:
Students will be administratively
withdrawn from class based on the following attendance policy: for
classes that meet three times a week, a student is allowed four absences. Upon
the fifth absence, the student will be withdrawn. For classes that
meet twice a week, a student is allowed three absences. Upon the fourth
absence, the student will be withdrawn. Be aware that no distinction
exists between excused and unexcused absences. You need not inform me of any
absence, as it is your affair.
Students will be
dismissed from any class meeting in which they exhibit behavior that disrupts
the learning environment of others. Such behavior includes—but is not
limited to—repeatedly arriving late for class, allowing cell phones to ring,
speaking disrespectfully to the instructor and/or to other students, checking
email or surfing the web, and using personal audio or video devices. Each
dismissal of this kind will count as an absence and will be applied toward the
attendance requirements policy above.
Regarding
tardiness: repeated tardiness will affect your grade negatively.
Each significant tardy (five minutes or beyond) counts half an absence. If you
arrive late and we are already quizzing, jump in immediately. I will give
absolutely no make-up quizzes.
Late
Work Policy:
Because
you have so much time to complete assignments and the entire schedule of
assignments is laid out for you on the first day of class, I deduct a letter
grade per weekday for late work/essays. This means, for example, that if
an assignment is due on a Monday and you do not turn it in until Wednesday two
letter grades will be deducted from the final essay grade. Please do not place
drafts/work outside of my office door or under my office door unless you and I
have made such an arrangement. I will not accept the work.
Make-Up
Work Policy:
You
may not make up missed quizzes or “Thinking-on-Paper” exercises.
Group work, when it occurs, will be turned in by those who participate in
class, and there is no way to make up group work. Observation Events, because of the
intricacies of scheduling, cannot be made up if missed, and Observation
Reflection Pieces are due at the end of the semester without fail. If
you feel you have an extenuating circumstance, you must see me in conference to
discuss your problem.
NOTE:
I realize that, occasionally, “life happens” and that some problems beyond your
control crop up once in a while. Never hesitate to discuss problems with
me if you feel that your circumstance is dire. With honest and swift
communication, most issues can be resolved to your advantage.
Students
with Special Needs:
Any
student who has a special need should inform me during the first week of
class. We will then set up a conference to discuss the specifics of the
official paperwork you have from the appropriate department.
Plagiarism,
Collusion, and Academic Dishonesty Policy:
From
the English Department’s website: “The Department of English and
Philosophy defines plagiarism as taking personal credit for the words and ideas
of others as they are presented in electronic, print, and verbal sources.” The
Department expects that students will accurately credit sources in all
assignments. An equally dishonest practice is fabricating sources or facts; it
is another form of misrepresenting the truth. Plagiarism is grounds for failing
the assignment and/or course. You can also be subject to a university
disciplinary review, and the university requires professors to report
plagiarism in writing to the appropriate university office. Other university policies
for handling cheaters are found here: The Faculty Handbook and
the “Rights and Responsibilities”
section of the UWG Connection and Student Handbook
Please
note: “excessive collaboration” includes having family members, friends,
or significant others edit your work. This means that no one should “fix”
your grammar for you or “write in” sentences/sources/documentation for
you. This sort of behavior is cheating and will be treated as such.
We will collaborate in class, and you have the
My
plagiarism policy is a zero tolerance one.
Administrivia:
·
The absolute best way to contact me outside of office hours is
via your university e-mail account. Of course, you may call or come by
during office hours. I do not check e-mail over weekends, however, so do
not expect a response from Friday afternoons until Monday mornings.
·
Please turn off all electronic devices upon entering our
classroom. Such noise distracts your fellow classmates and me and prevents
us from doing our jobs. See the disruptive policy above for further
clarification.
·
I reserve the right to amend this document with future handouts
or reschedule office hours if I need to do that.
·
Coming to class unprepared will result in an automatic
absence. You must have your materials in order to participate
fully. Of course, you will be free to stay in class for the benefit of
instruction and discussion, but you are, for all intents and purposes, not here
when you do not have your materials.
THE
DAILY SYLLABUS
January
7
Course
Introduction
“Writing
Teachers, Writers”
·
For next class:
-Buy
all texts
-Read
The Conceptual Framework at the link found on the class resource page;
pay close attention to the ten descriptors
-Read
Blasingame and Bushman, chapter 1
January
12
“You,
Writer”
Discuss Blasingame and Bushman and The
Conceptual Framework
·
For next class:
-Read
Blasingame and Bushman, chapter 2
-Read
and annotate the following poems in Mora:
“Mango Juice,” “Ode to Pizza,” “For Georgia O’Keefe,” “The Desert is my
Mother,” “Graduation Morning,” and “Mothers and Daughters”
-Read
the information found at the three links under “Poetry Resources” on the class
resource page
January
14
Discuss
Mora and Blasingame and Bushman
Essay
One assigned
Sign
up for Observation Events
·
For next class:
-Read
Blasingame and Bushman, chapter 3
-Read
and annotate the following poems in Mora:
“1910,” “Fences,” “Two Worlds,” and “Sugar”
-Brainstorm
for Essay One
January
19:
No
regular class or office hours
January
21
Finish
signing up for Observation Events
Discuss
Mora, the Writing Process, and Blasingame and Bushman
·
For next class:
-Read
Mora the following poems in Mora:
“Desert Women, “Pushing 100,” and “Now and Then,
-Draft
Essay One
January
26
Discuss
Mora, claims, support, paragraphing, and Blasingame and Bushman
·
For next class:
-Draft
Essay One
-Read
Blasingame and Bushman, chapter 5
January
28
Discuss
Mora, claims, support, paragraphing, and Blasingame and Bushman
·
For next class:
-Draft
Essay One
-Read
February
2
Discuss
Workshopping, Peer Review, and the Writing Conference
·
For next class:
-Bring
a complete draft of Essay One to class for a Guided Workshop
February
4
Essay
One: Guided Workshop and Peer Review assignation
·
For next class:
-Complete
the Take-Home Peer Review of Essay One
February
9
Return
completed Take-Home Peer Review
Discuss
revision and editing
·
For next class:
-Essay
One due: please turn in the entire
process—brainstorming, drafting, Peer Review draft and peer comments, final
draft, and any other materials you use to create this essay.
February
11
Turn
in Essay One
Introduction
to Knowles
·
For next class:
-Read
Knowles, chapters 1-3
February
16
Discuss
Knowles
·
For next class:
-Read
Knowles, chapters 4-6
February
18
Discuss
Knowles
·
For next class:
-Read
Knowles, chapters 7-11
February
23
Discuss
Knowles
·
For next class:
-Read
Knowles, chapters 12-13
-Read
Appleman, chapter 1
February
25
Discuss
Knowles and Appleman
·
For next class:
-Read
Appleman, chapter 2
March
2: Mid-Term (last day to drop with a
“W”)
Essay
Two Assigned
Discuss
Knowles and Appleman
·
For next class:
-Draft
Essay Two
March
4
Discuss Knowles and Appleman
·
For next class:
-Read
Appleman, chapter 4
March
9
Discuss
Knowles and Appleman
·
For next class:
-Draft
Essay Two
March
11
Discuss
Mora, Knowles, and Appleman
·
For next class:
-Bring
a complete draft of Essay Two to class for a Guided Workshop
-Read
Blasingame and Bushman, chapter 4
March
16 and March 18: Spring Break
No
regular class or office hours
March
23
Essay
Two Workshop and Peer Review assignation
·
For next class:
-Complete
the Take-Home Peer Review of Essay One
March 25
Return
completed Take-Home Peer Review
Discuss
revision and editing
·
For next class:
-Essay
Two due: please turn in the entire
process—brainstorming, drafting, Peer Review draft and peer comments, final
draft, and any other materials you use to create this essay.
March
30
Turn
in Essay Two
“You,
Writing Teacher”
·
For next class:
-Read
Halse-Anderson, pgs. 1-137
-Create
and bring an annotation exercise to class (consider adapting Anna Davison’s
Post-It exercise, perhaps)
-Create
and bring two reading quizzes for Fever, 1793 to class
April
1
No
Regular Class: Honors Day
April
6
Discuss
Halse-Anderson
Models
and Methods: Reading Quizzes and Annotating Texts
·
For next class:
-Read
Halse-Anderson, pgs. 138-191
-Read
Blasingame and Bushman, chapter 6
-Create
and bring a close-reading exercise to class
April
8
Discuss
Halse-Anderson
Models
and Methods: Close
·
For next class:
-Finish
Halse-Anderson 191-243
-Read
Blasingame and Bushman, chapter 7
-Create
and bring reading comprehension and vocabulary exercises for Fever, 1793
to class
April
13
Discuss
Halse-Anderson
Models
and Methods:
·
For next class:
-Create
and bring brainstorming exercises for Fever, 1793 to class
April
15
Models
and Methods: Priming the Pumps, Starting
the Engines
·
For next class:
-Create
and bring thesis/claims exercises for Fever, 1793 to class
April
20
Models
and Methods: Academic Argument
·
For next class:
-Create
and bring an essay Assignment Sheet for Fever, 1793 to class
April
22
Models
and Methods: Assigning Assignments
·
For next class:
-Bring
all of your written materials for the Pedagogy Project to class for workshop
April
27
Workshop
for Pedagogy Project
·
For next class:
-Continue
to work on Pedagogy Project
-Finish
all Observation Reflection Pieces
April
29: Last day of spring classes
Turn
in all Observation Reflection Pieces
Course
Evaluations
Course
Wrap-Up
·
Pedagogy Project due: May 6 at