English 3400: Pedagogy and
Writing
MW 2-3:15
TLC 1204
Spring 2010
CONTACT INFORMATION
Dr. Angela
Insenga
Office
number: TLC 2245
Office
hours: M, 10-12; W, 10-12 and by appointment
Office phone:
678-839-4864
Website: http://www.westga.edu/~ainsenga/
E-mail:
ainsenga@westga.edu
THE COURSE
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 discipline-specific writing
requirement. It is a required course for
English Education majors who declared fall 2008 or later, and it is strongly
suggested for all English Education majors.
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
Specific Section Description:
[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 English
Education majors spend the better part of their college years engaged in close
reading, interpreting, and producing various types of writing. There comes a
time, however, when teachers-in-training turn their attention towards the work
of learning instructional strategies. When we raise our hands in classes to ask
what, how, and even why we teach, we signal this large
shift. This pedagogy-centered 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 will 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 will write, rewrite, and write again in an
effort to hone our skills recursively. Then, we will turn our attention to current
trends and instructional methods deployed in secondary English/Language Arts
(ELA) by not only reading about and analyzing primary texts but also the
assumptions that inform classroom practice. To deepen our understanding of the
myriad pedagogical possibilities in English Studies, the course requires
observations of other teachers at work in composition and literature, and
students will have the opportunity to attend a community literacy event after
studying the text that inspired it.
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.
THE WORK
Required Texts:
- The Absolutely True Diary of a
Part-Time Indian, by
- 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.
- To Kill a Mockingbird, Harper Lee
- My Own
True Name: New and Selected Poems for Young Adults, by Pat Mora
- The Conceptual Framework, from UWG’s Professional Education Unit in
the
Major Assignments:
- Two short essays (15%, 20%)
- Periodic Reading Quizzes or Thinking-on-Paper
exercises (10%)
- Classroom
and Writing Center Observation Events and written Observation Event
Reflection Pieces (15%)
- Anatomy
of a Lesson Plan Practice Assignments (10%)
- Pedagogy Project (25%)
- Professionalism and Participation (5%)
Detailed Description of Major Assignments:
Two short essays
Students will complete two short essays, one early in the
semester analyzing Mora’s poetry and the next written about Lee’s novel and the
secondary texts. 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.
For each essay, students are required to turn in all work—from brainstorming to
drafting to in-class Workshop materials to the final draft—so they should make
sure not to throw anything away.
Periodic
From time to time, I will ask students to complete reading quizzes
or what I call Thinking-on-Paper exercises in which they will write on a given
topic, quotation from 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 exercises.
Classroom and Writing Center Observation Events and written
Observation Event Reflection Pieces
This semester,
Students should schedule all Observation Event times carefully,
since they may not reschedule them except under the direst circumstance.
After each in-class observation of professional teachers in action
and after the one hour of observation in the UWC, students will write 300-word
Observation Reflection Pieces about both classes and the UWC hour witnessed
(three Observation Reflection Pieces in all).
In each Observation Reflection Piece, students should strive to
talk about teaching practices they observed and must work not to
summarize. These Reflection Pieces are
not so much about discussing what is seen (summary) but about discussing how
the teacher presents what is seen (teaching strategies and their effect). That is, instead of writing “Professor
Robinson gave a reading quiz, gave back essays, and discussed how to write
introductions,” a student might write about the sorts of questions she asked
her students on the quiz or how she engaged her pupils during discussion and
instruction—lecture, Socratic dialogue, small groups, etc. Then, the writer might discuss how the
students responded to the method.
Students could even choose to focus in one or two aspects of each class
and/or consultation witnessed, detailing and then reflecting upon how they
envision using (or not using) the method(s) and offering up reasons why (or why
not).
The three Observation Event Reflection Pieces are due at the end
of the semester, but I am amenable to examining them before that time during
office hours to make sure students are on the right track.
Anatomy of a Lesson Plan Practice Assignments and the Pedagogy
Project
Towards the end of the semester, students will work to model a
multitude of strategies to teach writing using Sherman Alexie’s novel, The
Absolutely True Diary of a Part-Time Indian. For each Anatomy of a
Lesson Plan exercise, students will be asked to come up with smaller
secondary-level assignments, participate in and create class activities for
secondary students, discuss and devise grading scales, and fashion vocabulary
and grammar lessons. Students will bring
each Anatomy of a Lesson Plan assignment to class for collaboration and
discussion.
For the Pedagogy Project, each student will first choose his/her
own age-appropriate text—one not taught in our class—
and will then create a sequence of at least three detailed
daily Lesson Plans that include a writing assignment. Finally, students
will write a 3-4 page essay that provides an overview and justifies their
detailed Lessons Plans by explaining the pedagogical philosophies behind
them. Students will want to refer to ELA standards in their Lesson Plans
and as part of the justification for their practices, but I also expect that
they will begin to articulate their own pedagogical positions about 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. ELA standards are also
found at a link on the class resource page. Students may not adopt
anyone else’s Lesson Plans as their own.
Overview of Spring Semester:
Students will spend the first few weeks of the semester discussing
elements of poetry, verbally interpreting Mora’s poems, and working through the
writing process to craft the first essay, all activities which will require
them to hone and demonstrate to each other and to professor their knowledge of
the discipline along with cultural sensitivity, decision making, collaborative,
and leadership skills. During the second
portion of the semester, students will build upon these skills as they discuss
Lee’s novel in conjunction with Blasingame and Bushman’s and Appleman’s
secondary texts. Such activities
necessitate the need for students to demonstrate growing knowledge for teaching
ELA as well as discipline-specific knowledge.
The second paper assignment will be student-crafted and will focus in
some way on how specific literary aspects of Lee’s text could be taught
productively to a particular type of secondary student and in a particular
educational environment. The final
portion of the semester’s Pedagogy and Writing class will center on Alexie’s
novel. Students will not only discuss
and interpret the text but will also generate specific ELA activities and bring
them to class to share. All such
practice assignments, referred to as “Anatomy of a Lesson Plan” assignments,
will prepare students for successful completion of the culminating Pedagogy
Project.
Students will also participate in three hours of English
department Observation Events, outlined in a section above.
THE
POLICIES
Grading Scale:
The
Required Format:
All out-of-class work must be word-processed and use correct MLA
format and documentation.
My Website/Paperless Policy:
Many professors use Course Den or ConnectComp for getting
information to students. However, I use
only my website (www.westga.edu/~ainsenga
). All information for this course—this document, assignment sheets,
handouts, annotation templates, announcements, and secondary resources—are
hyperlinked on the website. Students should check the site regularly for
updates, especially on days when new Essay assignments sheets are
uploaded.
Students will be responsible for printing out all documents from
the website to bring to class.
“My UWG” and Professionalism Policy:
As of fall 2006, all e-mail correspondence between professors and
students must occur via university e-mail. Please send all communication
to me via a “My UWG” account.
Further, all students should assume a professional disposition
when e-mailing or communicating about or in class and/or when speaking to
cooperating teachers, Observers, guest speakers, and/or professor about
Observation Events, scheduling, and any aspect related to English
Education.
Students should check university e-mail daily to avoid missing
important class or programmatic mess-ages. Checking university e-mail
regularly also prevents mailboxes from filling up. If university
mailboxes fill up, messages do not get queued; rather, they do not get
delivered at all. Therefore, students risk not receiving important
information if they do not check e-mail in a timely fashion. E-mailing is
an essential part of effective and professional communication for this class,
for the English Education program, for the university at large, and for the
teaching profession.
Students may refer to the Code of Ethics for Educators
pamphlet or The Conceptual Framework for more information related to
developing and maintaining a professional disposition.
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. Students need not
inform me of any absence.
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 grades
negatively. If students arrive late and the class is already quizzing,
they should jump in immediately; however, I cannot repeat questions for
latecomers.
I will give absolutely no make-up quizzes.
Late Work Policy:
Because students have ample time to complete assignments and all
assignments and due dates are provided on the first day of class, I deduct a
letter grade per weekday for any late work. This means, for example, that
if a major assignment is due on a Wednesday and not turned in until Friday two
letter grades will be deducted from the final grade. Please do not place
drafts/work outside of or under my office door unless an arrangement has been
made. I will not accept the work.
Make-Up Work Policy:
Students may not make up missed quizzes or Thinking-on-Paper
exercises. Group work will be turned in by those who participate in
class, and there is no way to make up group work. If any student feels that
s/he has an extenuating circumstance, s/he must see me to discuss the problem.
NOTE: I fully realize that, occasionally, “life happens” and
that some problems beyond control crop up once in a while. Students
should never hesitate to discuss problems with me if they feel that their
circumstance is dire. With honest and swift communication, most issues
can be resolved to student advantage.
Disability Pledge:
I pledge to do my best to work with the University to provide all
students with equal access to my classes and materials, regardless of special
needs, temporary or permanent disability, special needs related to pregnancy,
etc. If students have any special
learning needs, particularly (but not limited to) needs defined under the
Americans with Disabilities Act, and require specific accommodations, they
should not hesitate to make these known to me, either themselves or through
Disability Services in 272 Parker Hall at (770) 839-6428.
Students with documented special needs may expect accommodation in
relation to classroom accessibility, modification of testing, special test
administration, etc. This is not only my personal commitment: it is a right,
and it is the law. For more information, please contact Disability Services at
the State University of West Georgia.
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 from Disability Services.
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. Students are also
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 work. This means that
no one should “fix” grammar mistakes for the student or “write in” sentences /
sources /documentation. This sort of behavior is cheating and will be
treated as such. We will collaborate in class, and students have the
My plagiarism policy is a zero tolerance one.
Administrivia:
- The
absolute best way for students to contact me outside of office hours is
via their university e-mail account. Of course, they may call or
come by during office hours. I do not check e-mail over weekends,
however, so please do not expect a response from Friday afternoons until
Monday mornings.
- Please
turn off all electronic devices upon entering our classroom. Such
noise distracts 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 necessary.
- Coming
to class unprepared will result in an automatic absence. Students
must have materials in order to participate fully. Of course,
students will be free to stay in class for the benefit of instruction and
discussion, but they are, for all intents and purposes, not here when
without materials.
THE
DAILY SYLLABUS
January 6
In-Class:
Course Introduction, Semester Overview
For next class:
-Buy all texts
-Reread this document, print it out, and write down questions
-Read The Conceptual Framework at the link found on the
class resource page; pay close attention to the ten descriptors
-Read the Code of Ethics for Educators at the link found on
the class resource page
January 11
In-Class:
Questions about Policies and Procedures
Discuss The Conceptual Framework
The Writing Process, Annotation
For next class:
-Read and annotate the following poems in Mora: “Mango Juice” and “Ode to Pizza”
-If necessary, read “Successful
Annotation: The First Step” for a review of notation methods
-If necessary, read the two poetry reading links on the class
resource page to freshen up poetry reading skills
January 13
In-Class:
Discuss Mora
Essay One assigned (see class resource page for assignment sheet)
For next class:
-Read and annotate the following poems in Mora: “For Georgia O’Keefe,” “The Desert is my
Mother,” “Graduation Morning,” and
“Mothers and Daughters,” “1910,” “Fences,” “Two Worlds,” and “Sugar”
-Brainstorm for Essay One
January 18: no class or
regular office hours—Martin Luther King, Jr.
January 20
In-Class:
Discuss Mora
For next class:
-Read and annotate the following poems in Mora: “Desert Women, “Pushing 100,” and “Now and
Then,
-Plan and draft Essay One
January 25
In-Class:
Discuss Mora
For next class:
-Bring a complete draft of Essay One for in-class Workshop
-Read Blasingame and Bushman, chapter 1
-Read the information found at the link entitled “Models” on the
class resource page
-Read the information found at the links related to
January 27
In-Class:
In-Class Workshop for Essay One
For next class:
-Revise Essay One
-Read the information found at the link entitled “Bloom’s
Taxonomy” on the class resource page
February 1
In-Class:
Discuss Blasingame and Bushman
For next class:
-Finish revising Essay One and gather all Essay One materials in a
folder in the following order: final
draft, Workshop draft, all other drafts, brainstorming, and any other materials
used to complete the work
-Read Blasingame and Bushman, chapter 2
February 3
In-Class:
Turn in Essay One at the beginning of class
Discuss Blasingame and Bushman
For next class:
-Read Lee, chapters 1-3
-Read Blasingame and Bushman, chapters 3 and 4
February 8
In-Class:
Discuss Lee and Blasingame and Bushman
For next class:
-Read Lee, chapters 4-7
February 10
In-Class:
Discuss Lee
For next class:
-Read Lee, chapters 8-14
-Read Appleman, chapter 1
February 15
In-Class:
Discuss Lee and Appleman
For next class:
-Read Lee, chapters 15-18
February 17
In-Class:
Discuss Lee
For next class:
-Read Lee, chapters 19-24
-Bring written ideas for Essay Two’s assignment to class
February 22
In-Class:
Discuss Lee
Draft Essay Two Assignment as a class
For next class:
-Finish Lee
-Begin preliminary brainstorming for Essay Two using ideas
discussed in class today
February 24
In-Class:
Finalize Essay Two Assignment as a class (it will be posted on the
class resource page by tomorrow)
Discuss Lee
For next class:
-Read Appleman, chapter 2
-Brainstorm and plan for Essay Two
March 1: mid-term—last day
to drop with a “W”
In-Class:
Discuss Lee and Appleman
For next class:
-Draft Essay Two
March 3
In-Class:
Discuss Lee and Appleman
For next class:
-Read Appleman, chapter 3
-Draft Essay Two
March 8
In-Class:
Discuss Lee and Appleman
For next class:
-Draft Essay Two
-Read Appleman, chapter 5
March 10
In-Class:
Discuss Lee and Appleman
For March 17th:
-Bring a complete draft of Essay Two for in-class Workshop
March 15
In-Class:
Guest Talk: Charles Shields
For next class:
-Bring a complete draft of Essay Two for in-class Workshop
March 17
In-Class:
In-Class Workshop for Essay Two
For next class (March 29):
-Finish revising Essay Two and gather all Essay Two materials in a
folder in the following order: final draft, Workshop draft, all other
drafts, brainstorming, and any other materials used to complete the work
March 22 and March 24: no class or regular office
hours—Spring Break
March 29
In-Class:
Turn in Essay Two at the beginning of class
Introduction to Alexie
For April 5th:
-Read Alexie, pages 1-151
March 31: no regular
class—Honors Day
April 5
In-Class:
Introduction to and discussion of Alexie
For next class:
-Compose Anatomy of a Lesson Plan One and Two—a language-building
exercise and a plot-event quiz—and bring to class
-Read Alexie, pages 152-195
April 7
In-Class:
Discuss Alexie
Discuss Anatomy of a Lesson Plan One and Two
For next class:
- Read Alexie, pages 153-230
-Compose Anatomy of a Lesson Plan Three—discussion questions—and
bring to class
April 12
In-Class:
Discuss Alexie
Discuss Anatomy of a Lesson Plan Three
For next class:
-Read Blasingame and Bushman, chapter 6
-Compose Anatomy of a Lesson Plan Four—an essay assignment and
rubric—and bring to class
April 14
In-Class:
Discuss Alexie
Discuss Anatomy of a Lesson Plan Four
For next class:
-Read Blasingame and Bushman 7
-Read the materials related to writing in the secondary environment
from the OWL found on the class resource page
-Compose Anatomy of a Lesson Plan Five—brainstorming and lead-ins
exercises—and bring to class
April 19
In-Class:
Discuss Alexie
Discuss Anatomy of a Lesson Plan Five
For next class:
-Read Blasingame and Bushman, 145-160
-Read the link entitled “Food For Thought: The
-Compose Anatomy of a Lesson Plan Six—claims and paragraphing
exercises—and bring to class
April 21
In-Class:
Discuss Alexie
Discuss Anatomy of a Lesson Plan Six
For next class:
-Bring a complete draft of the Pedagogy Project to class for
in-class Workshop
April 26
In-Class:
In-Class Workshop for Pedagogy Project
For next class:
Finish all Observation Reflection Pieces
Work on Pedagogy Project
April 28: last day of MW
classes and office hours
In-Class:
Turn in all Observation Reflection Pieces
Course Evaluations
Course-Wrap Up
Pedagogy Project due at my office by