ENGL 4/5295:
Dr. A. Insenga
Fall 2007
MWF,
“Coming of Age in this
Day and Age: Young Adult Literatures”
“What I like best is a
book that's at least funny once in a while. [. . .] What really knocks me out
is a book that, when you're all done reading it, you wish the author that wrote
it was a terrific friend of yours and you could call him up on the phone
whenever you felt like it. That doesn't happen much, though.”
--The Catcher in the
Contact
Information:
Office number:
TLC 2245
Office hours: MW, 2-4
Office phone:
678-839-4864
Website: http://www.westga.edu/~ainsenga/
E-mail: ainsenga@westga.edu
THE COURSE
Course
Program Requirements:
This course is
required for certification in Secondary English Education; it may be taken to
satisfy the Genre and Theory 1 or 2 (Major Area B1 or B2) requirements, and it
may be taken for 3 hours of WAC requirement.
Course Objectives:
- Develop an understanding of basic
reading processes.
- Demonstrate familiarity with a
range of classic and Young Adult texts customarily taught in grades 7-12,
reading, reviewing, and critiquing such literature in a collaborative
manner with peers and instructor.
- Demonstrate an understanding of
students’ abilities to learn from reading and the language arts and the
ways in which novice readers process textual information.
- Demonstrate how to provide support
to students in comprehension at every stage of that process both through
specific reading skills and through a scaffold of accessible textual,
contextual, and illustrative material for novice readers.
- Demonstrate an understanding of
higher-order literacy, including how to build language development,
strategies to advance analytical and concept development, and ways to
teach both efferent and aesthetic reading.
- Demonstrate an understanding of the
development of moral reasoning skills through literature.
- Select instructional strategies and
methods and develop lesson plans that demonstrate an effort to teach
reading-learning strategies in a literature environment, to bridge classic
literature with Young Adult texts.
- Define the rights and responsibilities
of teachers, parents, students, and other groups with respect to
literature curriculum content and establish proficiency in writing
rationales for texts that may be challenged.
- Demonstrate an awareness of ways to
create a multicultural and gender-balanced curriculum.
- Demonstrate proficiency
incorporating technological innovations in the teaching of
reading/literature.
- Advance personal-professional
development and self-examination.
- Students will demonstrate in both
oral and written work a discipline-specific critical facility through
convincing and well-supported analysis of related material.
- Students will demonstrate their
command of academic English and the tenets of sound composition by means
of thesis-driven analytical prose.
- Students will learn to use
discipline-specific computer technologies related to the study of language
such as listservs, word processing, and internet research.
Course
Description:
A popular
adolescent book club cheerfully incites pre-teen and teen readers to "get
lost in a book and find [themselves]!" But how exactly do we lure students
into texts and toward a greater understanding of their various selves and the
selves of others? To answer such a question and, in turn, nurture adolescent
reading practice, we will examine both primary and secondary material, both
conventional narratives and film texts. Chief goals of the class include
preparing future teachers of English through examination of an array of
literacy modes and the methods that best help students achieve and bridging the
distance between adolescent literature and "classic" texts.
THE WORK
Required
Texts:
Elliot Berlin,
dir. Paperclips (documentary)
John H.
Bushman, et. al. Using Young Adult Literature in the English Classroom
(4th
Edition).
Walter Dean
Myers. Scorpions.
Laurie
Halse-Anderson. Speak.
John McNally,
ed. When I Was a Loser: True Stories of (Barely) Surviving High
School.
Katherine
Paterson. Bridge to Terabithia.
J.D. Salinger. Catcher
in the
Major Assignments:
One in-class presentation
(fifteen minutes) 15%
Mid-term take-home
exam 25%
Final major
project (10-12 pages) 30%
Annotated
bibliography (five sources) 10%
Reading Journal
20%
**Graduates
enrolled in the class will complete a 12-15 page project, annotate 8 sources
for the bibliography, and present for 20 minutes.
Description
of Major Assignments Listed Above:
Oral
Presentation:
Each student
will sign up to present on one of the primary texts we read for our class. You
may work alone or with a partner for the presentation, and you can sign up for
presentations during the first week of classes. Two presentations will require
that the presenters watch film adaptations of the primary texts which I will
provide.
During the
presentation, students will offer a critical reading of the specific section of
text at hand and then demonstrate ways to teach that particular section. In short, you will theorize and then turn to
practical application. You should offer up handouts that outline the reading
and lesson plan and present a full Works Cited, and you may use technology if
you wish.
Mid-term
Examination
About a week
before mid-term, students will receive their examination assignment. This essay exam will require that you
synthesize both theoretical and practical concepts we’ve studied in documented
essays. MLA format applies.
Final Major
Project
The Final Project
is a tripartite one that requires you to choose a YA Literature text or
film—one we have not studied together—and perform a critical reading of it in
Part One. In Part Two, you will offer up
a clear argument for teaching the text that outlines its pedagogical import in
a particular classroom setting. Thirdly,
you’ll create a practical lesson plan that incorporates your reading and your
pedagogical position. Essentially, then,
you will theorize about the text, argue for its implementation in a specific
learning environment, and put forth a detailed plan of action.
At mid-term,
you’ll turn in a three to four page project proposal that introduces your text,
outlines a general plan, and offers up a preliminary Works Cited. I will require that you see me twice in
conference during the semester to discuss your project: once around mid-term to discuss your proposal
and ideas and again before the end of the semester to discuss your progress.
Annotated
bibliography:
Along with your
final project, you will complete an annotated bibliography of at least five of
the sources you utilize. This exercise,
I have found, helps you to assess a source’s value and enter into the scholarly
conversation. If you have never
completed an annotated bibliography, examine the Annotated
Bibliography link from Purdue’s OWL
for guidelines, suggestions, and models.
Reading
Journal:
I expect you to
complete three-four pages of journal writing per week, save for the first week,
the week of fall break, and the week of Thanksgiving. These journals may be reflective in nature (a
record of reactions to class discussion on the readings, the readings
themselves, issues surrounding the teaching of texts, etc.) or analytical, as
many of you will want to work on articulating pedagogical positions on teaching
YA literature. The journals may be hand
or typewritten. Whatever the case, three
to four pages is the minimum requirement per week, and I must see an active
mind at work when I examine your journals at mid-term and again at the end of
the semester.
Grading
Scale:
All ENGL
courses 2000 level and above use this departmental grading scale. Please
familiarize yourself with it, as it is the way I will grade you.
Late
Work/Make Up Work:
Because you
have so much time to complete assignments and the schedule is laid out for you
on the first day of class, I deduct a letter grade per weekday for late work.
This means that if an assignment is due on a Tuesday and you do not turn it in
until Thursday two letter grades will be deducted from the final grade. 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.
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.
THE POLICIES
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, exams, handouts, announcements,
resources, etc.—are hyperlinked on the website. Please check the site
regularly for updates, especially on days when you have new essay assignments
coming your way. 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.
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 Student
Uncatalogue: "Rights and Responsibilities"”
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
Administrivia:
- The absolute best way to contact
me, outside of office hours, is via e-mail. Of course, you may call
or come by during office hours, but you will likely receive the fastest
response via e-mail.
- 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.
- I reserve the right to amend this
document with future handouts.
- Coming to class unprepared—without
your Journal entries, texts, film annotations, or note taking
supplies—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 SYLLABUS
Week
One
August 15
Course
Introduction
For next
class:
- Buy all texts
- Read McNally, pgs. 3-72
August 17
High School
Hell(o): Getting Back There
For next
class:
- Read McNally, pgs. 73-174
Week
Two
August 20
What’s
Important for them, what’s important for us
For next
class:
- Finish McNally
- Begin your Reading
Journal—remember, you should bring completed entries to every class after
today
August 22
Course of
Action: Our Goals
For next class:
- Read Bushman and Haas, chapters one
and eleven
August 24
YA Lit in Brief
and at Length
For next class:
- Read Bushman and Haas, chapter two
Week
Three
August 27
Standards and
Guidelines: Fitting in, Breaking Out?
For next class:
- Read Meyers, pgs. 3-79
August 29
Presentation
One on Meyers
Discuss Meyers
along with Bushman and Haas
For next class:
- Read Meyers, pgs. 80-144
- Examine the following links on your
class’s resource page: “Lesson
Plans for Scorpions and Monsters”
August 31
Presentation
Two on Meyers
Discuss Meyers
along with Bushman and Haas
For next class:
- Read Meyers, pgs. 144-216
- Read Bushman and Haas, chapters
five and eight
Week
Four
September 3
Labor Day
holiday—no regular classes or office hours
September 5
Presentation
Three on Meyers
Discuss Meyers
along with Bushman and Haas
For next class:
- Read Bushman and Haas, chapter three
- Read
September 7
Presentation
Four on
Discuss
Paterson and Bushman and Haas
For next class:
- Read
Week
Five
September 10
Presentation
Five on
Discuss
For next class:
- Read
September 12
Presentation
Six on
Discuss
For next class:
- Read
- Read the following link on your
class’s resource page: “NCTE’s Bridge to Terabithia page”
September 14
Presentation
Seven on
For next class:
- Read Bushman and Haas, chapter 9
Week
Six
September 17
Presentation
Eight on Bridge to Terabithia (film)
Bridge to
Terabithia on Film
Media Literacy
For next class:
- View and annotate Paper Clips
- Read the following link on my ENGL
1101 class’s resource page (linked off of the main page of my site) for
suggestions on successful film annotation: “Annotation: the Secret to Your Success” “Reading Films, Reading Texts: How
to Get Inside,” “Writing About Film,” and “The Grammar of Film”
September 19
Media Matters: “New”
Literacies for Students
For next class:
- Read/examine the following links on
your class’s resource page: “Official Site” for Paper Clips, “
September 21
Presentation
Nine on Paper Clips: genre, film
grammar
Discuss Paper
Clips
For next class:
- Begin preliminary research for your
Final Project
Week
Seven
September 24
Presentation
Ten on Paper Clips: cultural
reading, pedagogical import
Discuss Paper
Clips
For next class:
- Read Bushman and Haas, chapter
seven
September 26
Bridges to the
Classics: Why? How?
Sign up for
mandatory project proposal conferences
For next class:
- No regular class—conferences for
your project proposal
September 28
No regular
class—mandatory conferences for your project proposal
For next class:
- No regular class—conferences for
your project proposal
- Read Bushman and Haas, chapter ten
- Continue research/planning for your
Final Project
Week
Eight
October 1
No regular
class—mandatory conferences for your project proposal
Mid-term
examination assigned (the assignment will be on your class’s resource page
today by
For next class:
- Work on your mid-term examination
- Work on your proposal for your
Final Project
October 3
Discuss Essay
Tests
Possible
library day, if needed
Where we are
and where we need to go
For next class:
- No regular class; work on your take-home mid-term
October 5
No regular
class; work on your mid-term—it is due by
For next class:
- Project Proposals due
- Read Catcher in the Rye,
chapters one through three
- You may pick up your graded
mid-term examination at my office Monday beginning at
- Journals through mid-term are due
next class—you should have at least 21 pages, three for each week thus far
(save for the first week)
Week
Nine
Mid-term,
October 8: last day to drop with a “W”
Fall break,
October 8-11
October 12
Journals due at
the beginning of class
Project
Proposals due at the beginning of class
Presentation
Eleven on Salinger
Discuss Catcher
in the
For next class:
- Read Catcher in the Rye, chapters four through seven
More detailed
syllabus to come. . .