Chapman University
spring 2020
English 580: Teaching composition
Instructor Information:
- Ian Barnard, Ph.D.
- Office: 428 N. Glassell #104
- Office Hours Via Zoom (email me to schedule)
- Email Office Hours: [email protected]
Introduction
Welcome to English 580! This graduate seminar helps you to understand the major theoretical stakes in the teaching of college composition and the practical pedagogical implications of these stakes. We will read current composition theory and work on developing theoretically informed syllabi for teaching college composition.
Student Learning Outcomes:
You will
Required Texts (available at the University Bookstore):
# = on reserve in the Leatherby Libraries
Recommended Books:
# = on reserve in the Leatherby Libraries
Course Requirements:
As is standard practice in graduate courses, I will determine your final grade holistically, based on your successful completion of the following course components:
Welcome to English 580! This graduate seminar helps you to understand the major theoretical stakes in the teaching of college composition and the practical pedagogical implications of these stakes. We will read current composition theory and work on developing theoretically informed syllabi for teaching college composition.
Student Learning Outcomes:
You will
- understand important current debates in composition studies related to the teaching of composition
- know how to create a theoretically-informed syllabus for a college composition course
- articulate your own position on a range of theoretical and pedagogical issues in relation to other composition scholars and teachers
Required Texts (available 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 (Classroom Edition).#
- Coxwell-Teague, Deborah, and Ronald F. Lunsford, eds. First-Year Composition: From Theory to Practice.
- Lutkewitte, Claire, ed. Multimodal Composition: A Critical Sourcebook.
- Lynn, Steven. Rhetoric and Composition: An Introduction.#
Recommended Books:
# = on reserve in the Leatherby Libraries
- Alexander, Jonathan. Literacy, Sexuality, Pedagogy: Theory and Practice for Composition Studies.
- Baca, Cushman, and Osborne, eds. Landmark Essays on Rhetorics of Difference.
- Bender, Eileen Teper, et al, eds. Quick Hits: Successful Strategies by Award Winning Teachers.
- Jordan, Jay. Redesigning Composition for Multilingual Realities.
- Kirsch, Gesa E., et al, eds. Feminism and Composition: A Critical Sourcebook.#
- Lewiecki-Wilson, Cynthia, and Brenda Jo Brueggemann, eds. Disability and the Teaching of Writing: A Critical Sourcebook.
- McCulloch, Gretchen. Because Internet: Understanding the New Rules of Language.#
- Rose, Mike. Lives on the Boundary.#
- Tchudi, Stephen, ed. Alternatives to Grading Student Writing.#
- Young, Vershawn Ashanti, et al. Other People's English: Code-Meshing, Code-Switching, and African American Literacy.
Course Requirements:
As is standard practice in graduate courses, I will determine your final grade holistically, based on your successful completion of the following course components:
- Textbook Presentation: You will (individually or with a colleague) deliver a 5 minute presentation on a composition textbook from the selected texts I will provide. Give a brief overview of your textbook, followed by an explanation of what you see as its strengths and weaknesses; finally, let us know if you would consider using it as a textbook in a first-year college composition class and why or why not. Please do not exceed the 5 minute limit. Seminar members may ask you questions about your textbook after your presentation if time allows.
- Collaborative Discussion Facilitation: You and a colleague will lead a 20-30 minute discussion of one chapter from chapters 1-12 of First-Year Composition: From Theory to Practice. All seminar members will have read your chapter, so you do not need to summarize its contents. Your goal should be to facilitate a critical discussion of your chapter by asking questions, raising points for discussion, and referring back to previous seminar readings and discussions. Do not give a lecture. I will assess you based on how well you and your co-facilitator work together, your ability to involve all seminar members in discussion, and the quality of your questions and comments. Please do not exceed the 30 minute time limit.
- Blackboard Posts: You will complete four Blackboard Posts plus post a draft of your syllabus and rationale on Blackboard. Each of the four Blackboard Post consists of your reflections on particular readings or on your class visit, as well as responses to colleagues' Blackboard Posts. You are welcome to include links, images, and other digital materials in your posts and responses. Respond to different colleagues each time and try to avoid repeating others' responses. We'll discuss in class the criteria for the posts and responses. Since these assignments are designed to help you to develop your own positions in relation to the course readings and to prepare for seminar meetings, I do not accept late Blackboard Posts. I will post specific prompts for each Blackboard Post.
- Syllabus and Rationale: For the culminating assignment of the seminar, you'll individually or collaboratively develop a syllabus for a college composition course of your choice plus a theoretically-informed rationale for your syllabus. Your syllabus doesn't need to have every single detail of your proposed course worked out, but should be something that is ready for your students to see on the first or second day of class. Your rationale (5-10 pages) should refer to English 580 class readings and other materials you find appropriate, including independent research you have done. You must include at least one outside scholarly secondary source published since 2000 in your rationale. You are welcome to include material from your Blackboard posts in your rationale. Conclude your rationale with a list of Works Cited following MLA format. You cannot explain every component of your syllabus in the rationale, so you will need to focus on the bigger picture and decide which are the most important and/or interesting aspects of your syllabus that you’d like to discuss, or which aspects of the syllabus others might have questions about. Everyone teaches college composition differently—your rationale is your opportunity to explain why you plan to do things a particular way. Your target readers are current or potential college writing program administrators who might be interested in hiring you to teach a college composition course or who might want to see your syllabus and rationale as part of your annual review. Since you will be posting your syllabus and rationale (or a link to them) on Blackboard, feel free to include links, images, and other digital materials. You'll get feedback on a draft of your syllabus and rationale in an individual conference with me before you post the final version on Blackboard.
- Class Visit: You will observe at least one Chapman University English 103 class taught by an experienced faculty member. I'll provide a list of faculty members who are willing to be observed, and we will discuss observation protocols in class. In addition, you will write a reflection on your observation as one of your four Blackboard Posts.
- Seminar Participation: I expect you to read all assigned texts carefully and critically, and participate vigorously in class discussions. Try to participate at least once in each class discussion. If you talk a lot, be sure to make space for other seminar participants to participate as well. Due to the highly interactive nature of this course and the emphasis on group work and class discussions, I expect you to attend all class meetings (and to be on time). Your final grade for the course will be adversely affected if you miss more than two seminar meetings. Note that, according to the university catalog, Chapman University "recommends as a minimal policy that students who are absent 20 percent of the course should be failed" (i.e., more than two seminar meetings).
- Other Assignments include in-class writing and group activities. Please bring your laptop with you to class each week.
- 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 course is organized. We all teach and learn in this course--I do not 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.
- 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. Click here to read Chapman University's Statement on Diversity.
- Students With Disabilities: Please see me early in the semester if you have a documented disability, so that we can discuss what accommodations, if any, I might make to help you to succeed in this class. Click here to read Chapman University's Policy Statement for Assisting Students with Disabilities.
- 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
2/5/2020
2/12/2020
2/19/2020
2/26/2020
3/4/2020
3/11/2020
3/18/2020
4/1/2020
4/8/2020
4/15/2020
4/22/2020
4/29/2020
5/6/2020
5/13/2020
2/5/2020
- In-Class Activities: introduction to the course; class member introductions; read/view and discuss Doug Hesse, "We Know What Works in Teaching Composition," Colleen Flaherty, "Write Privilege," and "The Machine is Us/ing Us"; in-class writing; introduction to reading for next time; discuss criteria for Blackboard posts
- Homework Assignments: bring your discussion facilitation chapter preferences to class; read Steven Lynn, Rhetoric and Composition: An Introduction; Blackboard Post #1 due by 3 p.m. on 2/12
2/12/2020
- In-Class Activities: discuss reading and Blackboard posts; read and discuss Mike Rose, "Remediation at a Crossroads"; listen to and discuss Rose's Pedagogue podcasts
- Homework Assignments: respond to at least two colleagues' Blackboard Post #1 by 3 p.m. on 2/19; read Naming What We Know; Blackboard Post #2 due by 3 p.m. on 2/19
2/19/2020
- In-Class Activities: discuss reading, Blackboard posts, and Blackboard responses; draw dates to facilitate discussion
- Homework Assignments: read Introduction and Part One of Multimodal Composition: A Critical Sourcebook; respond to at least two colleagues' Blackboard Post #2 by 3 p.m. on 2/26
2/26/2020
- In-Class Activities: discuss reading and Blackboard responses; sign up for class visits and discuss protocol
- Homework Assignments: arrange your class visit (all class visits and debriefings must be completed by 4/22); read the introduction to each Part and any five chapters from Parts Two, Three, Four, Five, and Six of Multimodal Composition: A Critical Sourcebook; Blackboard Post #3 due by 3 p.m. on 3/4
3/4/2020
- In-Class Activities: discuss reading and Blackboard posts; discuss final project (syllabus and rationale)
- Homework Assignments: response to at least two colleagues' Blackboard Post #3 by 3 p.m. on 3/11; read articles about inclusive pedagogy*
3/11/2020
- In-Class Activities: discuss readings and Blackboard responses, diversity and equity, and tips for facilitating class discussion; in-class writing
- Homework Assignments: read Preface and Introduction to First-Year Composition: From Theory to Practice; read Chapters 9, 11, and 12 from First-Year Composition: From Theory to Practice
3/18/2020
- In-Class Activities: discuss reading and class activities; discussion facilitations (3); sign up for textbook presentations
- Homework Assignments: post your textbook review on Blackboard by 3 p.m. on 4/1
4/1/2020
- In-Class Activities: discuss creating a first-year composition course, grading schemes, texts to use
- Homework Assignments: read articles on creating assignments*; read Chapters 2, 5, and 6 from First-Year Composition: From Theory to Practice; read textbook reviews and respond with a question to any ten textbook reviews
4/8/2020
- In-Class Activities: discuss reading and creating assignments; discussion facilitations (3)
- Homework Assignments: read articles on responding to student work*; read Chapters 7 and 10 from First-Year Composition: From Theory to Practice
4/15/2020
- In-Class Activities: class visit debrief; discuss readings and responding to student work; practice responding to student work; discussion facilitations (2)
- Homework Assignments: read Chapters 1, 3, 4, and 8 from First-Year Composition: From Theory to Practice; read Chapman English 103 materials;* complete Blackboard Post #4 and respond to colleagues' Blackboard Post #4 by 3 p.m. on 4/22
4/22/2020
- In-Class Activities: discuss English 103 and Chapman syllabus requirements; discussion facilitations (4)
- Homework Assignments: read Chapter 13 in First-Year Composition: From Theory to Practice
4/29/2020
- In-Class Activities: discuss teaching online (special guest: Professor Jessica Shumake); discuss reading; sign up for conferences; course evaluations
- Homework Assignments: post your syllabus (or a link to it) and rationale draft on Blackboard at least two days before your conference
5/6/2020
- In-Class Activities: no class meeting; conferences via Zoom
- Homework Assignments: post your syllabus (or a link to it) and rationale draft on Blackboard at least two days before your conference
5/13/2020
- In-Class Activities: no class meeting; conferences via Zoom
- Homework Assignments: post your revised syllabus (or a link to it) and rationale on Blackboard by 3 p.m. on 5/18