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Thursday - 9:00 a.m.
Practicum in Writing Pedagogy
What do students need to be able to do as writers and readers by the time they graduate? Is it important for college students learn to write analytical essays that engage with a variety of sources? How can graduate students bridge the gap between training in literary studies and a career that might include teaching students to write? What are the current challenges affecting the teaching of composition in the 21st century?
In this graduate seminar, students will prepare for discussion by reading one or two articles or chapters each week. In the early weeks, we will focus on articles, books, and ideas that have been influential in composition over the past forty years. After establishing this historical foundation, we will extend our discussion to include questions regarding academic expectations and assessment; inclusion with regard to race, in particular; and other challenges regarding diversity, disability, and difference. We will discuss best practices for distance learning and digital composing, and we will explore the urgent problem of information literacy in an age of misinformation. The class will also meet with several guest speakers from writing programs and community colleges in the region.
Over the course of the semester, students will define their own pedagogical positions as teachers of writing and literature. In class, they will practice drafting assignments and evaluating student writing. They will evaluate uses of digital technology and practice designing the kind of topic-based writing courses that are often taught in private colleges and universities. By the end of the semester, students will develop job materials, including drafting and revising a teaching statement and writing an application letter for a teaching-oriented job. Students will receive feedback on both documents.
Readings may include the following:
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.
Asao Inoue, Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future, 2015.
The Braid of Writing Assessment, Social Justice, and the Advancement of Opportunity: Eighteen Assertions on Writing Assessment with Commentary, William P. Banks, Michael Sterling Burns, Nicole I. Caswell, Randall Cream, Timothy R. Dougherty, Norbert Elliot, Mathew Gomes, J. W. Hammond, Keith L. Harms, Asao B. Inoue, Josh Lederman, Sean Molloy, Casie Moreland, Karen S. Nulton, Irvin Peckham, Mya Poe, Kelly J. Sassi, Christie Toth, and Nicole Warwick. Published in Writing Assessment, Social Justice, and the Advancement of Opportunity. Poe, Mya, Asao B. Inoue, and Norbert Elliot, eds. Boulder, CO: WAC Clearinghouse and University Press of Colorado, 2019.
Romeo García. “Unmaking Gringo Centers,” The Writing Center Journal 36.1, 2017.
Mike Rose. “Language of Exclusion.” CE 47.4 1985.
Nancy Sommers, “Responding to Student Writing.” CCC 33.2 1982.
______. “Revision Strategies of Student Writers and Experienced Adult Writers” CCC 31.4 1980.
More to follow…