Course No: -----
Distribution Requirement: -----
Monday - 4:30 p.m.
Practicum in Writing Pedagogy
Why is it important that college students learn to write? What do students need to be able to do as writers and readers? What is literacy in the twenty-first century? How can we bridge the gap between training in literary studies and a career spent teaching students to write? How can we connect theory and practice?
In this graduate seminar, students will explore a range of possible answers to these questions. We’ll read about theory and practice in the field of writing studies—including articles from the journals College English and College Composition and Communication, and from anthologies such as Cross-Talk in Comp Theory, Third Edition (Villaneuva 2011) and The Norton Book of Composition Studies (Miller 2009). Engaging with the best that has been written about teaching writing, students will develop a rich terminology for teaching; understand central issues and debates in writing studies, composition, and rhetoric; compare practices from a range of institutional settings; and define their own pedagogical positions as teachers of writing and literature. While readings will provide general overview of the field of Writing Studies and theories of writing and writing pedagogy, the course will also address practical topics including: how to teach writing in a literature class; how to teach writing with technology; and how to teach the topic-based writing courses that are typically offered in elite universities, liberal arts colleges, and first-year seminar programs. We will also talk with guest speakers from writing programs and community colleges in the region. By the end of the semester, students will draft and revise statements of teaching philosophy and/or teaching letters for their job materials.
1. Attain scholarship and research skills in a broad field of learning
2. Engage in and conduct original research
3. Prepare to be professionals in the discipline
Readings are likely to include:
David Bartholomae, “Inventing the University”
Estee N. Beck, “Writing Educator Responsibilities for Discussing the History and Practice of Surveillance and Privacy in Writing Classrooms”
Joe Harris, “Revision as Critical Practice”
Nancy Sommers, “Responding to Student Writing”
______, “Revision Strategies of Student Writers and Experienced Adult Writers”
Mike Rose, “Language of Exclusion”
Gerald Graff, “Our Undemocratic Curriculum”
Gerald Graff and Cathy Birkenstein, They Say, I Say
Linda Adler-Kassner, “Liberal Learning, Professional Training, and Disciplinarity in the Age of Educational ‘Reform’: Remodeling General Education”
Kathleen Blake Yancey, “Writing in the 21st Century”