Course Calendar

Meeting #  and Date
(all Wednesdays)

Preparation

Class Activities

Mtg. #1

8/20

Write Journal Entry #1, your introduction and self-portrait of yourself as a teacher of composition. Post it to the "Discussions" section of our Eng. 402 Blackboard.

In writing your first journal entry, answer these (and/or other) questions:

• What are your backgrounds and interests as a teacher of composition?
• What are your theories of learning, and particularly of learning to write?
• What do you hope to accomplish as a composition instructor?
• How will you attempt to reach those goals?
• How will your work in this course help you reach your goals? (Specify three personal goals for the course.)

Share self-portraits, introductions, and teaching stories.  

Discuss and negotiate: goals and expectations for the course, course overview and calendar, required and recommended readings, course portfolio, Response Journal, Bob Broad's teaching policies, etc.

Read and discuss "A Brief History of Rhetoric and Composition" (from the Bedford Bibliography for Teachers of Writing)

Mtg. #2

8/27

Read:

• Strategies: "Introduction," Gilles, Chase
• Cross-Talk: "Preface to Second Edition," "Preface to First Edition," Murray, Emig, Perl, and Sommers

Write and post to our Blackboard your journal entry #2 in response to the reading(s).  Especially consider how what you read connects with your experiences of and/or plans for teaching composition. 

Writing as Process

Share journal entries and discuss readings.  

Develop plans for your course projects, including annotated syllabus, teaching philosophy, etc.

Monday, 9/1, Labor Day Holiday
Consider the historical and current role of organized labor in the lives of most teachers of writing (and other teachers).

Mtg. #3

9/3

Read:

• Strategies: Franke, Hesse, Sudol (240, Brady, Stancliff (267) 
• Trimbur, "Taking the Social Turn..." (available as electronic text)
• Kent, "Introduction" (from the book Post-Process Theory..." (available as electronic text)
• DeJoy, "I Was a Process-Model Baby" (available as electronic text)
• Cross-Talk: Breuch

Write and post to our Blackboard your journal entry #3.

Share journal entries and discuss readings.  

Mtg. #4

9/10

Rhetoric and Writing

Read: 

• Strategies: Sudol (51), Crockett

• Cross-Talk: Berlin (255)

Write and post to our Blackboard your journal entry #4 in response to the reading(s).

Draft and bring hard copy to class to get peer response:

• Your curriculum vitae (CV)

• Your statement of teaching philosophy

Rhetoric and Writing

Share journal entries and discuss readings.

Workshop drafts of CVs and teaching philosophies

Book/Article Report:

_______________________________

Mtg. #5

9/17

Read:

• Strategies: Moneyhun, Rutz, Kahn, Straub, Stancliff (366)
• Sommers, "Responding to Students' Writing" (available as electronic text)

Write and post to our Blackboard your journal entry #5 in response to the readings

Share journal entries and discuss readings.

Book/Article Report:

_______________________________

Mtg. #6

9/24

Read:

• WPA Outcomes Statement (available online and in hard copy)
• From Berlin's Rhetorics, Poetics, Cultures: Ch. 6 ("English Studies...") and Ch. 7 ("Into the Classroom")

Write and post to our Blackboard your journal entry #6 in response to the readings. Use this journal entry to explore various issues, topics, and methods you might like to develop into your FYC Rationale and Materials. 

Draft and post to the Blackboard to get  peer response:

• A Writer's Memo about your draft FYC Rationale and Materials

• A solid draft of your FYC Rationale and Selected Materials, with a primary focus in this draft on the "rationale" part of the assignment

1. Meet with Prof. Broad for your scheduled 30-minute individual conferences to discuss ideas for your FYC Rationale and Materials
    
2. Read the Writer's Memos and draft FYC Rationale and Materials posted by two of your classmates to the Discussion area of our Blackboard.  Write peer response to those two classmates in the form of a reply post or a memo attached to a reply post. 

Mtg. #7

10/1

Read: 

• Cross-Talk: Bruffee, Trimbur
• Strategies: Paton, Cahill, Miller, Bush (453), Michigan Tech U. (226)
• Web page on the Writer's Memo (Broad)

Write and post to our Blackboard your journal entry #7 in response to the reading(s)

Collaborative Learning and
Peer Response

Share journal entries and discuss readings.

Sign up for mid-term evaluation conferences with Bob Broad. 

Mtg. #8

10/8

Read "A Guide to the Mid-Term Chat."  You'll find electronic copy of this document on our course Blackboard, under "Course Content." 

Write (informally) your observations regarding the strengths and successes of the course so far and your requests and suggestions for the rest of the course and/or for future versions of the course. (Note: To protect your anonymity during the mid-term chat, do NOT submit this writing. This is NOT a journal entry to be shared with anyone.  Write to think and prepare for the mid-term chat.)

Write JE 8 as a self-evaluation of your work in the course to date. Include discussion of class participation (including preparation, attendance, listening, and speaking), journal entries, and work on your other projects. Do NOT post this self-evaluation journal entry to the course Blackboard.  Instead, bring printed copy of your JE 8 to your individual mid-term evaluation conference with Bob Broad. 

 Mid-term Chat:

• Strengths and successes of the course so far
• Requests and suggestions for the rest of the course and/or for future versions of the course

Book/Article Report:

__Scott_______________

Review and Plan
Reflect on the learning in the course so far, and look ahead to the remaining work we'll do together. 

Mtg. #9

10/15

Read:

• Williams, Joseph. "The Phenomenology of Error."  (available as electronic text)
• Cross-Talk: Hartwell
• Strategies: Rhodes, Vaught-Alexander, Kearns

Write and post to our Blackboard your journal entry #9 in response to the reading(s)

De-brief on the mid-term chat from our earlier class meeting. 

Book/Article Report:

__Greathouse____________

Mtg. #10

10/22

Read:

• IX: Visual Exercises CD by Cheryl Ball
• Shipka, "A Multi-Modal Task-Based Framework for Composing"
• Strategies: Webb-Peterson, Gruber, Gousseva, Todorovska
• Broad, "More Work for Teacher..." (available as electronic text)

Write and post to our Blackboard your journal entry #10 in response to the reading(s)

Guest expert: Professor Cheryl Ball

Discuss readings

Share journal entries

Book/Article Report:

___Stanford___________

___Khalilallah ______________

Mtg. #11

10/29

Teaching (Philosophy) Statements

Read:

• Several teaching (philosophy) statements from Strategies Chapert 12 and from the web, including the CTLT page on teaching portfolios

Continue to develop the contents of your Eng. 402 course/ teaching portfolio.

Teaching (Philosophy) Statements

Share a revised and more developed draft of your teaching statement.

Book/Article Report:

____Guo_____________________

Mtg. #12

11/5

• Chandler, "...Emotions and College Student Writing"
• hooks, "Language" (from Teaching to Transgress)
• Knoblauch and Matsuda, "First-Year Composition in Twentieth-Century US Higher Education: A Historical Overview"
• Leki, "Meaning and Development..." (ESL)
• Lunsford, "Mistakes are a Fact of Life"
• Welch, "Toward an Excess-ive Theory of Revision"
• Fishman and McCarthy, "Is Expressivism Dead?"
• Lindemann, "...No Place for Literature"
• Mansfield, "Real-World Writing..."
• Yancey, "Made Not Only in Words..."

Write: Continue to develop the contents of your Eng. 402 course/ teaching portfolio.

Discuss readings

Discuss your progress on your teaching portfolio for Eng. 402. 

Mtg. #13

11/12

In preparation for our in-class research workshop: 

Write/revise: A draft (7-10 pages, or 2000-3000 words) of your innovative FYC rationale and/or selected materials and/or any other part of your Eng. 402 Teaching Portfolio on which you want to get your peers' responses.

Write: A Writer's Memo to frame and guide your peers' responses to your draft.

Provide either electronic copy (via the Blackboard) or paper copy of your draft project.

Read others' Writer's Memos and drafts

Respond to help others develop and refine their drafts

Mtg. #14

11/19

As preparation for your evaluations of the course, write-to-learn about this course and Bob Broad's teaching of it. Consider the criteria for evaluation we have discussed, and write about the strengths and weaknesses of the course and of Bob's teaching. (To protect your anonymity, do NOT submit this writing.)

Move toward completion of your course portfolio.

Evaluate the course and the professor's teaching.

Discuss your questions regarding final details of your Eng. 402 Teaching Portfolio. 

Preview "Sample Student Texts from Eng. 101" in preparation for next week's collaborative grading session.

Mon., Dec. 1: Classes resume

Mtg. #15

12/3

Read: Sample Student Texts from Eng. 101" in preparation for our collaborative evaluation session

Write: notes about why you evaluated the sample student materials as you did

Collaborative evaluation of "Sample Student Texts from Eng. 101." 

What do we value in FYC students' writing?

How do we evaluate students' writing in Eng. 101?

Mtg. #16

12/10

5:30-7:30 pm

Read aloud a passage from your course portfolio.  

Portfolio Party and Course Wrap-Up

Re-visit the big questions for this course, both those noted above for "Meeting #1" and those you've developed on your own since then.

[Tuesday 12/16: Grades due, 12:00 noon]