The Seminar in Teaching Writing
English 220.0907 (LEC 64003)
M: 10.30-12.45; E-261 W: 10.30-12.45; E-266
Justin Rogers-Cooper, Ph.D: jrogers@lagcc.cuny.edu
Office Hours: M-F 9.15-10.15, or by
appointment: M-109A
Course Blog: TBA
___________________________________________
COURSE CATALOG DESCRIPTION
The Seminar in Teaching Writing combines three hours of
class discussion of theory and practice of teaching writing with
one hour of actual classroom experience as a participant observer
and as a tutor. In class, students will discuss readings on writing
theory and practice teaching and tutoring methodologies. Students
will work with students in a composition or basic writing class.
They will observe the class during the first half of the term and
during the second half they will tutor under supervision.
INDIVIDUAL COURSE DESCRIPTION
We will stick to the traditional texts taught in this course, but
our version of the class will contain several key innovations:
* We will produce short end-of-the-semester podcasts on some
aspect of teaching writing
* We will blog our experiences with tutoring students and review several
films and videos
* We will tutor students and offer feedback on writing assignments
to a variety of LaGuardia students from real on-going classes happening during
the Spring II summer term.
* We will write a Case Study that combines what we learned from
tutoring with our own pedagogical philosophies.
COURSE TEXTS
Tutoring Writing by McAndrew and
Reigstad (purchase at campus bookstore)
Active Voice by James Moffett (purchase at campus
bookstore)
Other readings (provided by professor as links or PDFs)
______________________________________________________
GRADING
This course can be both exciting and challenging. You are being
tested in your ability to teach and learn at a high level, and are being given
the possible opportunity to tutor college students. Only the best students in
the class will be allowed to practice tutoring.
In addition, a passing grade must be received on every
single assignment. You may revise any written assignments until you receive
the grade you desire (see * below).
Out-of-class blogs written as take-home assignments must hit 200
words to fulfill the minimal length requirements.
Video projects will be completed with a small team.
Self-evaluation and group evaluation will help me form your individual grades.
Blogs* 20%
Moffet
Paper* 10%
Dialogue
Essay* 10%
Quizzes
10%
Midterm
10%
Letter to
Bert* 10%
Case
Study* 10%
Final 10%
Podcast
10%
*Only students who maintain a grade of B+ or higher will be allowed
to tutor. Students maintaining a B or lower will spend tutor hour(s)
completing additional required writing assignments.
______________________________________________________
ATTENDANCE
Attendance to class is required every day. If you miss
more than two days, you may be required to withdraw from the class. Arriving
after attendance is taken means you are marked late.
______________________________________________
LATE ASSIGNMENTS
Each student is allowed one extension of three days. Grade for
that assignment begins to drop by a partial letter grade for every day after.
Quizzes cannot be made up.
______________________________________________
STATEMENT ON PLAGIARISM
What is Plagiarism?
When you use another person's idea or work without giving proper
credit, you are committing plagiarism. Plagiarism is considered unethical
and in some cases illegal. Therefore, you should always provide appropriate
citations for all quotations, summaries, paraphrases, or any other work that is
acquired or borrowed from other writers. The penalty for plagiarism can be
severe, and university instructors are continuously developing more
sophisticated methods of discovering plagiarized material. If you have any
doubt about the possible consequences of plagiarism, read the following news
story: Internet Watchdog Could Stop Collegiate Copycats.
Although there are various citation formats, they all require the same types of information. Listed below is the basic information you will need to copy down from each source you use while doing your research. In the end, you want your readers—if they are interested in the topic—to be able to find the document you are quoting from.
BASIC RUBRIC FOR WORKS CITED PAGE
Book
author's last and first name; title of book;
publisher place and date of publication.
Journal/Magazine/Periodical Article
author's name; title of article; title of
journal/periodical; volume number; issue number or month and year of
publication; page numbers the complete article appears on.
Article From Anthology
author of article; title of article; title of
anthology; editor of anthology; place and date of publication; page
number of article
Web page
author of document; title of document; title of
complete work (if available); date of document's loading or last revision;
electronic address or URL; date of access; publication information for print
version of source (if available).
ALWAYS INCLUDE Basic Citation Information
TENTATIVE SCHEDULE: This schedule will
shift around Writing Center Observations and In-Class Peer Tutoring as they
arise.
M 9.8 Introductions
Syllabus
Video: What Makes a Good Teacher?
Diagnostic: What
makes good teaching?
Review Expectations
of ENG 101 College Essays
Next Class
(NC): Buy Books
Read Tutoring
Writing pp. 21-30 & Prepare for Graded Quiz
W 9.10 Graded Quiz on Tutoring Writing pp.
21-30
Discuss
Reading
Video: Moffett on Media
Create
blogs; Blogging Moffett
In-class:
Review/Prepare for First Graded Research Paper
NC: Begin Researching and Writing “The
Ideas of James Moffett” (5 pp.)
Read Tutoring
Writing pp. 1-7 & Prepare for Graded Quiz
________________________________________________________________
M 9.15 Graded
Quiz on Tutoring Writing pp. 1-7
Discuss Reading
Watch Tutor Videos:
In-class
writing: Video Review
NC: Read Tutoring
Writing pp. 14-20 & Prepare for Graded
Quiz
______________________________________________________________
W 9.17 Graded
Quiz on Tutoring Writing pp. 14-20
Maybe: Introduction to CATW Writing Test for ENG
099 students
Video: How to Write Introductions
In-class writing:
what makes good teaching?
Tentative: Observe
Writing Center tutors in B-200
Tentative In-class
writing: What I observed today at
the Writing Center:
strategies used / needed OR TBA
NC: Review Moffet “Explanation of the Program” (pp. 3-24) (*will
appear on midterm)
__________________________________________________________
M 9.22
Tentative: Observe Writing Center tutors in B-200
Video: The Texting Student
Video
review (in-class writing)
NC Class: Read: Selections
from Moffett
___________________________________________
W 9.24 No Class
________________________________________________________________
M 9.29 Discuss
Moffett Reading
Peer
Review: the Moffett Paper (@ 2 ½ pages)
Tentative: Observe
Writing Center tutors in B-200
Discuss Readings
Watch Tutor Videos
Video: Difficult Situations
Video: Plagiarism and Tutoring
NC: Read Active Voice 46-70;
W 10.1 DUE: First
Research Paper (James
Moffett)
In-class: Letter to
Professor on writing process
Tentative: Observe
Writing Center tutors in B-200
Exercise from Active
Voice 46-70
Writing the dialogue
essay
NC: Write dialogue based on Writing
Assignment based on Active Voice 46-70
M 10.6 Group work: Share dialogues / identify
research prompts
NC: test researchability; confirm
that your dialogue ideas are absolutely researchable (if not, start over); add
research to dialogues
________________________________________________________________
W 10.8 Perform
dialogues
Finish dialogues for
performance
Tutoring:
Students with “B+” or Higher Begin Tutoring !!!!!!
Tentative:
Observe Writing Center tutors in B-200
Blogging:
Review of film
NC: Finish Dialogue
Essay
M 10.13 College
Closed
________________________________________________________________
W 10.15 DUE: Dialogue Essay; Perform Dialogue
NC: Read Sondra Perl, “Understanding Composing”
(*will appear on midterm); Read Tutoring Writing 31-41
M 10.20 Quiz on Tutoring Writing 31-41;
Discuss Perl
Tutoring
Begins Around this Week!?
Blogging:
tutoring; film reviews
Group Work: Problem Posing / Evaluation of
Tutoring at the Writing Center
Prepare
for Group Presentations
NC:
Read Tutoring Writing 42-69 and prepare for QUIZ
W 10.22 TUTORING!
Quiz on Tutoring Writing 42-69
Quiz on Tutoring Writing 42-69
NC: Read Mike Rose “Rigid Rules” (*will appear
on midterm)
M 10.27 Discuss
Rose
Group
Presentations: Problem Posing
Video: What is Pedagogy?
Ted Talks: Sir Ken Robinson Says Schools Kill Creativity
NC: Read Kozol “Savage
Inequalities”
Ted Talks: Sir Ken Robinson Says Schools Kill Creativity
W 10.29 Discuss
Kozol
NC: Read
“Cultural Divides in Writing Tutoring”
Midterm
Review
Chomsky on the
Purpose of Education
M 11.3 MIDTERM
W 11.5 Discuss “Cultural Divides”
Peer Review: 2
copies of “Letter to Bert Eisenstadt”
M 11.10 DUE: “Letter to Bert Eisenstadt:
Evaluation of Tutoring in the Writing Center”
Read: Pedagogy ofthe Oppressed (chapter two)
W 11.12 Discussion of Pedagogy of the Oppressed
Group Activity: Pedagogy of the Oppressed and
your philosophy of pedagogy
CASE STUDY: Begin writing your
Tutoring Case Study
M 11.17
NC: Read “Psychology of
Social Class”
W 11.19 Discuss “Psychology of Social Class”
M 11.24 [Date left open to catch up on shifted
work due to Peer Tutoring]
W 11.26 Case Study: Peer Review
M 12.1 Present Case Study
W 12.3 Case Studies Due
Podcast on Case Studies
W 12.10 Final Exam
No comments:
Post a Comment