This is a tentative schedule by week and day, for assignments, readings, and activities.
Tentative means I can vary it as much as seems appropriate. However, plan on sticking fairly
close to this outline, especially on paper due dates. I will post all revisions of and additions to the syllabus on this web page.
The updated web version will always override the printable PDF version.
Week 4 (Feb 14): Paper 1 due
Prompt: Summarize a history of writing instruction, pulling out the key elements
of the readings that stood out to you. Then discuss what you see in your current practice
or understanding that derives from, connects to, or might be changed by this history.
Make these connections explicit and give one or two concrete examples.
Week 7 (Mar 7): Paper 2 due
Prompt: Summarize the key debates in the 1960s and 1970s with respect to rhetoric, composition,
and the teaching of first-year English. Do you see similar arguments happening today in your other
courses, your discussions with other teachers and administrators, or even in the popular conceptions
of writing or teaching? Why or why not?
Spring Break, March 11 - 18
Week 13 (Apr 25):
21st Century Composition II
(meet in Innovation Hall 328)
WNM
- Selfe, "Students" (43-66)
- Sirc, "Box" (111-46)
- Johnson-Eilola, "Database" (199-236)
TPS
Prompt: Instead of sentences this week, write a 250-word abstract for your final paper.
(See the *full assignment*). For
the abstract, write the 250 word summary, then state the main claim of the paper
after/separate from the abstract, and finally add on a initial works cited.
Week 14 (May 2):
Statements and peer review.
(meet in Innovation Hall 328)
For this week, write both of your teaching statements. The first should be written to me
and the class as a primary audience. It should use a fair amount of theory and references to
the material we've discussed this semester. (Write up to 2 pages single-spaced.) The second should
be written to an institutional audience--K-12, univeristy, or other workplace. Some of the name or
theory references might be excluded, but try to judge what this audience will know and value before
you trim the statement down. (Write one page single-spaced.)
Also bring in a draft of your final papers, even an initial 2 to 3 pages of the paper if
possible. We will discuss the statements, review the final paper materials
and possible set up the additional peer reviews outside of class, and do some additional research online.
