UT Dallas Syllabus for husl6383.501.10f taught by John Gooch (jcg053000)

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HUSL 6383: Teaching First-Year Writing Fall 2010, Section 501 (T, 7-9:45 p.m.)
Dr. John Gooch Office Number: J0 4.128 Office Hours: Monday, 9-3; Tuesday, 12:30-3:30; Wednesday, 1-4; Thursday, 10-12 noon Office Phone: (972) 883.2038 E-mail: [email protected] Web: www.utdallas.edu/john.gooch/

Course Description Teaching First-Year Writing (HUSL 6383) is required for teaching assistants who teach RHET 1302 at UTD and recommended for those are interested in teaching the UTD course or a comparable course at another university. HUSL 6383 will address several concerns directly related to the practice of teaching as well as study the, often times competing, philosophies and theories that inform pedagogical practices in composition and rhetoric. By the end of the semester, students should be able to apply composition theories to their own teaching practices as well as articulate their own philosophies of teaching writing. Objectives Upon successful completion of HUSL 6383, students should be able to: Understand praxis (space where theory meets practice) as a goal of teaching rhetoric Comprehend effectively a number of theories that inform rhetoric and composition instruction Apply knowledge gained from readings and class discussions to classroom teaching Analyze and synthesize readings from major theorists in an effort to develop and/or revise their own teaching philosophy Evaluate critically their own classroom practices and approach to teaching rhetoric and composition Required Textbooks
Lindemann, Erika. A Rhetoric for Writing Teachers. Fourth Edition. New York: Oxford University Press, 2001. Miller, Susan. (Ed.). The Norton Book of Composition Studies. New York: W.W. Norton & Company, Inc., 2009. Rosenwasser, David, and Jill Stephen. Writing Analytically with Readings. Boston: Thomson/Wadsworth, 2008.

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Assignments
Assignment Percentage Due Date Class Observation Report 20% Oct 1 Teaching Presentation 20% Nov 2, 9, 16, 23, 30 Teaching Portfolio w/Syllabus and 25% Dec 6 Course Design Online Responses 15% 1 per week after August 31st Participation 20% NA Note: I will make use of plusses and minuses (e.g., A-, B+) for grades as stipulated by the Office of Graduate Studies, UTD. I also ask that students upload their completed assignments to ELearning (elearning.utdallas.edu).

HUSL 6383 Schedule, FALL 2010
Aug 24 Aug 31 Teaching Rhetoric 1302: An Overview of Approaches and Theoretical Perspectives Introduction to HUSL 6383, Fall 2010 Historical Accounts of Rhetoric and Composition Lindemann, Chapter 4 From Norton Book: Corbett, page 141; Kitzhaber, page 257; Parker, 314; Tremmel, page 358 The Practice of Teaching First-Year Writing Lindemann, Chapters 1-3, 6 Rosenwasser and Stephen, Chapters 1 and 2 Designing the Course, Teaching Analysis/Teaching Analysis with Readings Lindemann, Chapter 13 and 15 Rosenwasser and Stephen, Chapters 3 and 4, 15 Teaching Arguments Rosenwasser and Stephen, Chapters 5-7 From Norton Book: Perelman, page 252; Luke, page 1339 Teaching Invention and Audience Lindemann, Chapters 7-9 From Norton Book: Lunsford and Ede (handout); Crowley, page 333; Lunsford and Ede, page 813 Teaching Arrangement and Revision Lindemann, Chapter 12 Rosenwasser and Stephen, Chapters 8 and 9 From Norton Book: Christensen, page 283; Sommers, page 323 Teaching Students about Style Lindemann, Chapters 10 and 11 Rosenwasser and Stephen, Chapters 10 and 11 Teaching Grammar and Mechanics Lindemann, Chapter 5 Rosenwasser and Stephen, Chapter 14 From Norton Book: Shaughnessy page 387; Williams, page 414; Hartwell, page 563

Sep 7

Sep 14

Sep 21

Sep 28

Oct 5

Oct 12

Oct 19

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Oct 26

Grading and Assessment Lindemann, Chapter 14 From Norton Book: Yancey, page 1186 From New St. Martin’s Guide: Connors & Glenn, “Responding to and Evaluating Student Essays” and Sommers, “Responding to Student Writing” (handouts) Teaching Visual Rhetoric Teaching Presentations Rosenwasser and Stephen, Chapter 17 From Norton Book: George, page 1429 Other readings TBD Teaching the Research Essay Teaching Presentations Rosenwasser and Stephen, Chapters 12 and 13 Theories of Teaching Writing, Part I Teaching Presentations From Norton Book: Kinneavy, page 372; Fulkerson, page 430; Hairston, page 439; Elbow, page 933 Theories of Teaching Writing, Part II Teaching Presentations From Norton Book: Flower and Hayes, page 467; Bizzell, page 479; Bruffee, page 545; Faigley, page 652 New Literacy and New Practices Teaching Presentations Lindemann, Chapter 16 From Norton Book: Selfe, page 1163; Miller and Shepherd, page 1450; Selfe et al., page 1499

Nov 2

Nov 9

Nov 16

Nov 23

Nov 30

Policies General Policies and Course Expectations At minimum, students must submit all major assignments (class observation report, teaching presentation, and syllabus and course design) to earn an A or B in the course. Students who fail to submit all major assignments will receive a grade no higher than “C,” regardless of his or her performance on other assignments. Cell phones and digital pagers must be powered off during formal class hours. Modern Language Association (most recent edition) style guide is required for source citation and bibliographic, or “Works Cited,” listings. Students will attend class prepared by completing the reading and participating actively in discussions. Students will complete assignments thoughtfully and on time.

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Attendance Successful completion of HUSL 6383: Teaching First-Year Writing depends upon your regular attendance. More than one (1) absence will negatively affect your grade, and you should notify me beforehand if you need to miss class. University Policies Refer to http://go.utdallas.edu/syllabus-policies for further information.

Assignment Descriptions HUSL 6383, Fall 2010
Note: Students should post all assignment to E-Learning (elearning.utdallas.edu) no later than 11:59 p.m. the day an assignment is due. Class Observation Report Due: No later than October 1, 2010 Length: Approximately 750-1000 words, single-spaced with double-spacing between paragraphs, 11 or 12 point font You will observe another experienced RHET 1302 teacher’s class and write a short report. The report should offer both summary and analysis, explaining your observations and also your reaction to those observations. It should also identify the objectives for that particular class as well as his or her methods. The closing passages of the report should present a critical, informed, and neutral evaluation of that class (not the teacher). I will provide you with a list of persons currently teaching 1302 and their e-mail addresses so that you may contact one of these teachers to arrange a suitable day and time for observation. You should complete your observations no later than the last week of September, but no one should attempt to schedule and/or make classroom visits during the first (full) week of classes. You may begin scheduling classroom visits the week of August 30th.

Teaching Presentations Due: Month of November This semester, you will teach a lesson as you would to any class of first-year students (i.e., imagine me and your graduate student peers as your students). You should prepare visual aids and activities as well as a one to two-page summary (for me) that identifies objectives for the lesson, activities, and rationales for activities and lesson content. You will also upload this summary as well as all supporting materials to E-Learning. You may choose whatever subject you wish; I would prefer, however, that not everyone taught the same subject. You might choose to teach, for example, the Toulmin Method for

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argumentation, two to three readings related to a particular theme, or the visual rhetoric essay. Regardless, you may teach whatever you choose. I will evaluate your teaching presentation based upon your ability to help us (your “students”) make connections between concepts as well as your ability to communicate effectively with the class. The structure of the lesson is very important. Make certain your presentation is clearly organized with an introduction, content, activity to reinforce learning, and a closing.

Teaching Portfolio with Syllabus and Course Design Due: 6-December 2010 The Teaching Portfolio/Casebook assignment represents the culminating project in HUSL 6383. This semester, you will design your ideal first-year composition course, and your syllabus will include your course’s goals/objectives, activities, assignments, and readings. You may construct a first-semester, first-year course, although we do not teach a RHET 1301, for example, at UTD. Regardless, you must design a composition course (no upper-division writing courses, literature courses, or high school AP classes). Three major parts will comprise your portfolio/casebook: a statement of teaching philosophy, syllabus and course design, and assignment descriptions and activities. Part I: Statement of Teaching Philosophy Length: 500-750 words, single-spaced with double-spacing between paragraphs, 11 or 12-point font Many academic job announcements will ask you to provide a statement of your teaching philosophy as part of your application materials. In short, a statement of teaching philosophy conveys what you believe about teaching and how those beliefs guide your approach to the classroom. For this assignment, you will prepare a statement of your teaching philosophy as informed by existing scholarship in composition and rhetoric; as teachers of first-year writing, you should ground your philosophy in the composition literature. You may also position yourself as a “feminist” pedagogue or embrace a “cultural studies/critical inquiry” approach to teaching, but I do not mean to suggest that you must totally agree with one particular philosophy of composition/rhetoric pedagogy. If you find yourself departing from conventional or established (whatever that may be) thinking about composition/rhetoric pedagogy, then you can most certainly articulate that departure in your philosophy. Rationales are important; explain to me why you believe what you believe and why you do what you do. Support those explanations with good reasoning and justifications. Other Resources: Center for Excellence in Teaching and Learning, Iowa State University (http://www.celt.iastate.edu/teaching/philosophy.html) Schreyer Institute for Teaching Excellence, Penn State University (http://www.schreyerinstitute.psu.edu/Tools/Philosophy/)

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Part II: Syllabus and Course Design Your syllabus should include the following: Introduction to the syllabus: rationales for approach, assignments, and activities – How will your course fulfill the stated objectives? Reflect your philosophy of teaching? Course description Course objectives (three, at minimum) – How will you measure or assess each objective? You should write student-centered objectives focused on students’ mastery of skills. Your contact information (telephone number, e-mail address, office hours) Course title (title might reflect a thematic approach) Policies (e.g., attendance, consequences for late work and excessive absences) Schedule (based on UTD Spring 2010 schedule) Textbooks and materials Grading methodology (e.g., grading scale, portfolio, holistic evaluation) Criteria for evaluation Part III: Assignment Descriptions and Activities Your syllabus should include at least three major essay assignment descriptions as well as descriptions for three to five class activities and/or homework assignments. You should also introduce this section with a description of these activities as well as a rationale for each activity.

Blog/Online Responses Due: weekly Length: varies You will post at least one (1) response per week reacting to class discussions and readings. The only requirement for these posts is that you must offer a critical and thoughtful response to course content. Otherwise, you may feel free to comment and critique however you deem appropriate and beneficial, and ideally, the posts will inspire and encourage an on-line, asynchronous dialogue outside of the physical classroom environment. You will begin making posts after our class meeting on August 31st. Every Monday, I will create in E-Learning the discussion forum for that particular week.

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