Fall 2019 English Graduate Courses

Practicum in Writing Pedagogy

Course No:  -----
Index # - -----
Distribution Requirement: -----
Thursday - 1:10 p.m.
MU 107

Practicum in Writing Pedagogy

Ann Jurecic 

Why is it important for college students learn to write analytical essays? What do students need to be able to do as writers and readers by the time they graduate? What is literacy in the 21st century? How can instructors bridge the gap between training in literary studies and a career that includes teaching students to write? How can teachers connect current theories with everyday 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 Pedagogy as well as from anthologies such as Cross-Talk in Comp Theory, 3rd 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. (In Fall 2017, Writing Program Directors Princeton and NYU visited the class; we also spoke with a community college professor who earned her doctorate in English at Rutgers.) By the end of the semester, students will draft teaching statements that define their pedagogies and they will draft the teaching sections of their job letters. They will receive written feedback on both documents.

Readings are likely to include:

Linda Adler-Kassner, “Liberal Learning, Professional Training, and Disciplinarity in the Age of Educational ‘Reform’: Remodeling General Education.” CE 76.5 2014.

David Bartholomae, “Inventing the University.” Journal of Basic Writing 5.1, 1986.

Gerald Graff, “Our Undemocratic Curriculum.” Profession 2006.

Gerald Graff and Cathy Birkenstein, They Say, I Say. Norton, 2006.

Joseph Harris, “Revision as a Critical Practice.” CE 65.6 2003.

Karen Manarin, “Reading Value: Student Choice in Reading Strategies” Pedagogy 12.2 2012.

Mike Rose, “Language of Exclusion.” CE 47.4 1985.

Dara Regaignon, “Traction: Transferring Analysis Across the Curriculum.” Pedagogy 9.1 2009

Nancy Sommers, “Responding to Student Writing.” CCC 33.2 1982.

______, “Revision Strategies of Student Writers and Experienced Adult Writers” CCC 31.4 1980.

Learning Goals:

  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