Chapman University
Fall 2018
English 582: composition pedagogy and research practicum
Instructor Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- In-Person Office Hours: MW 2:30-3:30 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 also designed to support your current teaching if you are a 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 (book 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 do research for your Collaborative Book Group 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 also designed to support your current teaching if you are a 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 (book groups will be assigned in class):
- Baca, Damián. Mestiz@ Scripts, Digital Migrations, and the Territories of Writing #
- Dolmage, Jay Timothy. Disability Rhetoric #
- Inoue, Asao. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future #
- Jarratt, Susan, and Lynn Worsham, eds. Feminism and Composition Studies: In Other Words #
- Lutkewitte, Claire, ed. Mobile Technologies and the Writing Classroom: Resources for Teachers #
- Ruiz, Iris D. Reclaiming Composition for Chicanos/as and Other Ethnic Minorities: A Critical History and Pedagogy #
- Sullivan, Patrick, and Christie Toth, eds. Teaching Composition at the Two-Year College: Background Readings #
- Waite, Stacey. Teaching Queer: Radical Possibilities for Writing and Knowing #
- 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 #
In addition, I will post articles on Blackboard for you to read. You'll also find your own readings as you do research for your Collaborative Book Group 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 will 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 or with students you or others are tutoring. The final project which discusses your research question and conclusions will be 15-25 pages of text (plus links, images, 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 (due on Sep. 12); 2) IRB submission (due on Sep. 18); 3) An annotated bibliography of scholarly sources on your topic (due on Sep. 26); 4) A conference proposal submission for the College English Association annual conference in New Orleans on 28-30 March 2019 (draft due on October 16; final submission due November 1) OR a submission to Chapman University Student Scholar Symposium for presentation on 5 December 2018 (draft due on October 16; final submission due November 11); 5) A draft of your final project (due on Dec. 1; you will get feedback on your draft in a conference with me); 6) Your final revised project (due on Dec. 12).
- Book Presentation: You (in some cases, with another seminar member) will give a presentation on Nov. 7 or 14 on a book selected from the list above. Your presentation includes three components: 1) Selective summary and overview of your book; 2) Your selective critical analysis of the book, with special attention to applications/implications for teaching college composition; 3) An interactive component where you engage class members about your book (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. If you are teaching English 103, you are required to be observed by me and at least one peer. All seminar participants are required to observe the teaching/tutoring of at least two colleagues in this class. If you are teaching a hybrid course, you have the option of having one of your peer observations done for a Friday online class. As an observer, you have the option of doing one of your observations for a colleague’s Friday online class. The observations of your teaching/tutoring 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. If you are a GTA, 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 class 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). This notification process must occur more than a week before any accommodation can be utilized. 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: 29 August 2018
Week 2: 5 September 2018
Week 3: 12 September 2018
Week 4: 19 September 2018
Week 5: 26 September 2018
Week 6: 3 October 2018
Week 7: 10 October 2018
Week 8: 17 October 2018
Week 9: 24 October 2018
Week 10: 31 October 2018
Week 11: 7 November 2018
Week 12: 14 November 2018
(Anti-)Thanksgiving Recess
Week 13: 28 November 2018
Week 14: 5 December 2018
Week 1: 29 August 2018
- In-Class Activities: Teaching debrief; introduction to the course; review syllabus; seminar member introductions; in-class reading and discussion; introduction to upcoming reading; discuss criteria for Blackboard posts
- Homework Assignments: Read Lynn, Rhetoric and Composition: An Introduction; Blackboard Post #1 due by 4 p.m. on Sep. 5
Week 2: 5 September 2018
- 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 4 p.m. on Sep 12; post your proposal for your Action Research Project on Blackboard by 4 p.m. on Sep. 12; bring your three presentation preferences to class
Week 3: 12 September 2018
- 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 4 p.m. on Sep. 18; post sample prompts on Blackboard by 4 p.m. on Sep. 19
Week 4: 19 September 2018
- In-Class Activities: Teaching debrief; discuss prompts for writing assignments; assign Book Group Presentations; 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 Sep. 26 at 7 p.m
Week 5: 26 September 2018
- In-Class Activities: No class
- Homework Assignments: Read Naming What We Know pp. 1-81; Blackboard Post #2 due by 4 pm. on Oct. 3
Week 6: 3 October 2018
- In-Class Activities: Teaching debrief; discuss reading and Blackboard posts; discuss protocol for teaching observations; sign up for peer teaching observations; updates on Action Research Project
- Homework Assignments: Respond to at least two colleagues' Blackboard Post #2 by 4 p.m. on Oct. 10 (respond to different colleagues from last time); post sample student work on Blackboard by 4 p.m. on Oct. 10; read articles about responding to student work*
Week 7: 10 October 2018
- 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 speaker
- Homework Assignments: post a draft of your CEA or Chapman Student Scholar Symposium proposal on Blackboard by 4 p.m. on Oct. 16; read Naming What We Know pp. 84-86, 157-70
Week 8: 17 October 2018
- In-Class Activities: Discuss reading; work on CEA and Chapman Student Scholar Symposium proposals; discuss mid-semester course evaluations
- Homework Assignments: Work on your Book Group Presentation; complete all peer teaching observations by Nov. 6; Blackboard Post #3 due by 4 p.m. on Nov. 7
Week 9: 24 October 2018
- In-Class Activities: No class--complete peer teaching observations; work on your Book Group Presentation and Action Research Project
- Homework Assignments: Blackboard Post #3 due by 4 p.m. on Nov. 7
Week 10: 31 October 2018
- In-Class Activities: No class--complete peer teaching observations; work on your Book Group Presentation and Action Research Project
- Homework Assignments: Submit your CEA proposal by Nov. 1; complete all peer teaching observations by Nov. 6; Blackboard Post #3 due by 4 p.m. on Nov. 7
Week 11: 7 November 2018
- In-Class Activities: Debrief peer teaching observations; Book Group Presentations
- Homework Assignments: Respond to at least two colleagues' Blackboard Post #3 by 4 p.m. on Nov. 14 (respond to different colleagues from before); submit your Chapman Student Scholar Symposium proposal by Nov.11
Week 12: 14 November 2018
- In-Class Activities: Teaching debrief; Book Group Presentations; work on Action Research Project
- Homework Assignments: Read any two chapters (excluding Chapter 10) from Part 2 of Naming What We Know; work on your Action Research Project
(Anti-)Thanksgiving Recess
Week 13: 28 November 2018
- In-Class Activities: Discuss reading; work on Action Research Project; sign up for conferences; 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
Week 14: 5 December 2018
- In-Class Activities: No class--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 (or a link to it) on Blackboard by 4 p.m. on Dec. 12
Thanks to Morgan Read-Davidson, Alison Williams, and Jan Osborn for ideas for this syllabus.