Chapman University
Fall 2019
English 582: composition pedagogy and research practicum
Instructor Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- In-Person Office Hours: F 4-5 p.m., and by appointment
- Email Office Hours: [email protected]
Statement on Diversity and Inclusion |
Introduction
Welcome to English 582! This graduate seminar is a continuation of English 580: Teaching Composition. You will expand and deepen your engagement with composition theory and pedagogy. In addition, you'll initiate your professional development in composition studies by developing your own original research in the field. The course is designed to support your current teaching as an English 103 Graduate Teaching Associate. Course prerequisite: English 580. This course is a requirement for all GTAs who are teaching English 103 this semester.
Required Texts:
@ = available for purchase at the University Bookstore
# = on reserve in the Leatherby Libraries
You will need one of the following texts (presentation groups will be assigned in class)
Recommended Books:
# = on reserve in the Leatherby Libraries
In addition, I will post articles on Blackboard for you to read. You'll also find your own readings as you conduct research for your Presentation and Action Research Project. I'll post additional resources for you on Blackboard.
Course Requirements:
As is common practice in graduate seminars, I'll determine your final course grade holistically, based on your fulfillment of the following course requirements:
Course Policies:
Chapman Policies:
Welcome to English 582! This graduate seminar is a continuation of English 580: Teaching Composition. You will expand and deepen your engagement with composition theory and pedagogy. In addition, you'll initiate your professional development in composition studies by developing your own original research in the field. The course is designed to support your current teaching as an English 103 Graduate Teaching Associate. Course prerequisite: English 580. This course is a requirement for all GTAs who are teaching English 103 this semester.
Required Texts:
@ = available for purchase at the University Bookstore
# = on reserve in the Leatherby Libraries
- Adler-Kassner, Linda, and Elizabeth Wardle, eds. Naming What We Know: Threshold Concepts of Writing Studies @ #
- Lynn, Steven. Rhetoric and Composition: An Introduction @ #
You will need one of the following texts (presentation groups will be assigned in class)
- Baca, Damián. Mestiz@ Scripts, Digital Migrations, and the Territories of Writing #
- Banks, William P., Matthew B. Cox, and Caroline Dadas, eds. Re/Orienting Writing Studies: Queer Methods, Queer Projects
- Brooke, Collin Gifford. Lingua Fracta: Towards a Rhetoric of New Media
- Carter, Genesea M., and William H. Thelin, eds. Class in the Composition Classroom: Pedagogy and the Working Class
- Composition Forum. Voume 39: Summer 2018: Composition in the Presence of Disability
- Danforth, Courtney S., Kyle D. Stedman, and Michael J Faris, eds. Soundwriting Pedagogies
- enculturation: A Journal of Rhetoric, Writing, and Culture. Issue #27: Asian/American Rhetorical Trans/formations
- Horner, Bruce, and Laura Tetreault, eds. Crossing Divides: Exploring Translingual Writing Pedagogies and Programs #
- Jordan, Jay. Redesigning Composition for Multilingual Realities
- Kirsch, Gesa E., et al., eds. Feminism and Composition: A Critical Sourcebook #
- Ruiz, Iris D. Reclaiming Composition for Chicanos/as and Other Ethnic Minorities: A Critical History and Pedagogy #
- Wilson, Maja. Rethinking Rubrics in Writing Assessment #
Recommended Books:
# = on reserve in the Leatherby Libraries
- Heilker, Paul, and Peter Vandenberg, eds. Keywords in Writing Studies #
- Kirsch, Gesa, and Patricia A. Sullivan, eds. Methods and Methodology in Composition Research #
- Krueger, Richard A. Focus Groups: A Practical Guide for Applied Research #
- Osborn, Jan. Community Colleges and First-Generation Students: Academic Discourse in the Writing Classroom #
- Ruiz, Iris D., and Raúl Sánchez, eds. Decolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy #
In addition, I will post articles on Blackboard for you to read. You'll also find your own readings as you conduct research for your Presentation and Action Research Project. I'll post additional resources for you on Blackboard.
Course Requirements:
As is common practice in graduate seminars, I'll determine your final course grade holistically, based on your fulfillment of the following course requirements:
- Action Research Project: Individually or with one or more colleagues from this class, you'll develop an action research project where you explore a question about the teaching of college composition in the class that you or a colleague are teaching. The final project which discusses your research question and conclusions will be 15-25 pages of text (plus charts, images, links, and other digital components if you choose) or a comparable scholarly digital project, and will engage with appropriate scholarly sources. Cite sources and include a Works Cited list following MLA style (or another scholarly style). Your target audience is college composition teachers/tutors and composition scholars (not just the members of our seminar!). The Action Research Project includes the following components, due at different times during the semester: 1) A proposal for your Action Research Project; 2) IRB submission; 3) An annotated bibliography of scholarly sources on your topic; 4) A conference proposal submission for the College English Association annual conference on Hilton Head Island, South Carolina, on 26-28 March 2020 OR/AND a poster submission to Chapman University's Student Scholar Symposium for presentation on 4 December 2019; 5) A draft of your final project (you will get feedback on your draft in an individual conference with me); 6) Your final revised project.
- Presentation: You (in some cases, with another seminar member) will give a presentation on a text selected from the list above. Your presentation includes three components: 1) Selective summary and overview of your text; 2) Your selective critical analysis of the text, with special attention to applications/implications for teaching college composition; 3) An interactive component where you engage class members about your text (we’ll discuss examples in class). The presentation (including interactive component) should last no longer than 30 minutes. I’ll evaluate your presentation on the quality of your summary/overview and analysis of your text, how well you present your ideas, your ability to engage class members, your ability to keep to the time limit, and, if applicable, how well you collaborate with your presentation partner. If you include slides in your presentation, do not read the slides aloud to the class during your presentation!
- Teaching Observations (see Observation Protocol on Blackboard): Each observation comprises a pre-observation meeting, the observation, and a post-observation debriefing. The course includes two types of teaching observations: peer observations, and observations by me. All GTAs are required to be observed by me and two peers. All seminar participants are required to observe the teaching of two colleagues in this class. The observations of your teaching must take place on different days. If possible, don’t observe someone at the same time that another class member is observing. Do not schedule observations on days when a teacher is spending most of the class time showing a film or listening to student presentations! These observations are not evaluative. They are designed to engage you in practice-based discussions of (your) teaching and of teaching composition in general. The quality of your teaching does not impact your grade for this course. All observations must be completed by November 6. I have canceled some class meetings to allow time for these observations.
- Other Course Requirements: Read all assigned texts carefully and critically, and participate vigorously in seminar discussions. You will also participate in Blackboard discussions in and outside of class on the assigned texts and other topics (we’ll discuss criteria for these discussion posts in class). Please bring your laptop to all class meetings. Since this is a discussion-based seminar, attendance is crucial, and I expect you to attend all seminar meetings. If you miss more than two classes, your final course grade will be adversely affected. Chapman University “recommends as a minimal policy that students who are absent 20 percent of the course should be failed.”
Course Policies:
- Email Protocol: I acknowledge all email messages within 48 hours. If you email me but don’t get a response, I haven’t received your email. Feel free to email me concerning any questions you have about the course or about your work. Do not email your work to me for feedback; I’d be happy to discuss your work with you in person.
- Classroom Dynamics: I do not spend much time lecturing and expect you to participate vigorously in the many discussions around which the seminar is organized. We all teach and learn in this course--I don't believe in a one-way transmission of “knowledge” from instructor to students. I don’t have all the answers, and I look forward to learning as much as teaching in this course. You should direct your questions and comments in class to your colleagues as much as to me. I encourage you to talk in class.
Chapman Policies:
- Equity and Diversity: Chapman University is committed to ensuring equality and valuing diversity. Students and professors are reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy. Any violations of this policy should be discussed with the professor, the Dean of Students, and/or otherwise reported in accordance with this policy.
- Students With Disabilities: In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that might affect their ability to perform in this class are encouraged to contact the Office of Disability Services. If you will need to utilize your approved accommodations in this class, please follow the proper notification procedure for informing your professor(s). Please contact Disability Services at (714) 516-4520 if you have questions regarding this procedure, or for information and to make an appointment to discuss and/or request potential accommodations based on documentation of your disability. Once formal approval of your need for an accommodation has been granted, you are encouraged to talk with your professor(s) about your accommodation options. The granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the course.
- Academic Integrity: Click here to read Chapman University's policy on academic integrity. Feel free to discuss any concerns with me.
tentative schedule
Readings marked * are on Blackboard
Week 1: 30 August 2019
Week 2: 6 September 2019
Week 3: 13 September 2019
Week 4: 20 September 2019
Week 5: 27 September 2019
Week 6: 4 October 2019
Week 7: 11 October 2019
Week 8: 18 October 2019
Week 9: 25 October 2019
Week 10: 1 November 2019
Week 11: 8 November 2019
Week 12: 15 November 2019
Week 13: 22 November 2019
(Anti-)Thanksgiving Recess
Week 14: 6 December 2019
Week 1: 30 August 2019
- In-Class Activities: Teaching debrief; introduction to the course; review syllabus; seminar member introductions; in-class reading and discussion: white privilege in the composition classroom; introduction to upcoming reading; discuss criteria for Blackboard posts
- Homework Assignments: Read Lynn, Rhetoric and Composition: An Introduction; Blackboard Post #1 due by noon on Sep. 6
Week 2: 6 September 2019
- In-Class Activities: Teaching debrief; discuss reading and Blackboard posts; discuss Action Research Project; guest speakers; review presentation texts; discuss criteria for Blackboard responses
- Homework Assignments: respond to at least two colleagues' Blackboard Post #1 by noon on Sep 13; post your proposal for your Action Research Project on Blackboard by noon on Sep. 13; bring your three presentation preferences to class
Week 3: 13 September 2019
- In-Class Activities: Teaching debrief; discuss Blackboard responses; discuss proposals for Action Research Project; schedule teaching observations by me; discuss IRB submissions; guest speaker; assign presentation texts and dates
- Homework Assignments: IRB submission due by noon on Sep. 19; post sample prompts on Blackboard by noon on Sep. 20; review your presentation text
Week 4: 20 September 2019
- In-Class Activities: Teaching debrief; discuss prompts; meet with your presentation partner(s); resources for conducting research for your Action Research Project; introduction to Naming What We Know
- Homework Assignments: Post your Annotated Bibliography for your Action Research Project on Blackboard by 4 p.m. on Sep. 27
Week 5: 27 September 2019
- In-Class Activities: No class--start working on your presentation
- Homework Assignments: Read Naming What We Know pp. 1-81; Blackboard Post #2 due by noon on Oct. 4
Week 6: 4 October 2019
- In-Class Activities: Teaching debrief; discuss reading and Blackboard posts; discuss protocol for peer teaching observations; updates on Action Research Projects
- Homework Assignments: Respond to at least two colleagues' Blackboard Post #2 by noon on Oct. 11 (respond to different colleagues from last time); post sample student work on Blackboard by noon on Oct. 11; arrange peer teaching observations (you must complete all observations by Nov. 7); read articles about responding to student work*
Week 7: 11 October 2019
- In-Class Activities: Discuss reading; practice responding to and grading student work; mid-semester course evaluations; review CEA conference and Chapman University Student Scholar Symposium; guest speakers
- Homework Assignments: post a draft of your CEA or/and Chapman Student Scholar Symposium proposal on Blackboard by noon on Oct. 17; read Naming What We Know pp. 84-86, 157-70
Week 8: 18 October 2019
- In-Class Activities: Discuss reading; work on CEA and Chapman Student Scholar Symposium proposals; discuss mid-semester course evaluations
- Homework Assignments: Work on your presentation; complete all peer teaching observations by Nov. 7; Blackboard Post #3 due by noon on Nov. 8
Week 9: 25 October 2019
- In-Class Activities: No class--complete peer teaching observations; work on your presentation and Action Research Project
- Homework Assignments: Submit your CEA proposal by Nov. 1; Blackboard Post #3 due by noon on Nov. 8
Week 10: 1 November 2019
- In-Class Activities: No class--complete peer teaching observations; work on your presentation and Action Research Project
- Homework Assignments: Submit your Chapman Student Scholar Symposium abstract by Nov. 4; complete all peer teaching observations by Nov. 7; Blackboard Post #3 due by noon on Nov. 8
Week 11: 8 November 2019
- In-Class Activities: Debrief peer teaching observations; presentations; discuss Action Research Project write ups
- Homework Assignments: Respond to at least two colleagues' Blackboard Post #3 by noon on Nov. 15 (respond to different colleagues from before)
Week 12: 15 November 2019
- In-Class Activities: Teaching debrief; presentations; presentation debrief; work on Action Research Project
- Homework Assignments: Read Chapter 7 and any one additional chapter (excluding Chapter 10) from Part 2 of Naming What We Know; work on your Action Research Project
Week 13: 22 November 2019
- In-Class Activities: Discuss reading; work on Action Research Project; sign up for conferences; discuss teaching jobs?; course debrief and evaluations; party?
- Homework Assignments: Post a complete draft of your Action Research Project (or a link to your draft) on Blackboard at least two days before your conference; submit your poster for the Chapman Student Scholar Symposium by Nov. 27
(Anti-)Thanksgiving Recess
Week 14: 6 December 2019
- In-Class Activities: No class meeting--meet in my office for your individual conference; optional--bring your cv and draft of cover letter to your conference
- Homework Assignments: Post your revised Action Research Project (pdf attachment or a link to your digital project) on Blackboard by noon on Dec. 13
Thanks to Aneil Rallin for ideas for this syllabus.