The Seminar in Teaching Writing
English 220.0908 (LEC 48555)
M: 9.15-11.30,
E-228 W:
9.15-10.15, E-228; 10.30-11.30, E-111A
Justin Rogers-Cooper,
Ph.D: jrogers@lagcc.cuny.edu
Office Hours: M-109a, TBA
Course Blog: TBA
___________________________________________
COURSE CATALOG DESCRIPTION
The Seminar in Teaching Writing combines three
hours of class discussion of theory and practice of teaching writing with
one hour of actual classroom experience as a participant observer
and as a tutor. In class, students will discuss readings on writing
theory and practice teaching and tutoring methodologies. Students
will work with students in a composition or basic writing class.
They will observe the class during the first half of the term and
during the second half they will tutor under supervision.
INDIVIDUAL COURSE
DESCRIPTION
We will stick to the
traditional texts taught in this course, but our version of the class will
contain several key innovations:
* We will write a Case
Study that combines what we learned from tutoring with our own pedagogical
philosophies.
* We will produce short
end-of-the-semester podcasts on our final assignment (the case study)
* We will blog our tutoring
and Writing Center experiences and review relevant films and videos
* We will tutor students
and offer feedback on writing assignments to a variety of LaGuardia students
COURSE TEXTS
Tutoring Writing by McAndrew and Reigstad (purchase at
campus bookstore)
Active Voice by James Moffett (purchase at campus
bookstore)
Other readings provided
by professor as links or PDFs
______________________________________________________
GRADING
This course can be both
exciting and challenging. You are being tested in your ability to teach and
learn at a high level, and are being given the possible opportunity to tutor
college students. Only the best students in the class will be allowed to
practice tutoring.
In addition, a
passing grade must be received on every single assignment. You may revise
any written assignments until you receive the grade you desire (see * below).
Out-of-class blogs
written as take-home assignments must hit 200 words to fulfill the minimal
length requirements.
Grade Breakdown
Moffet Paper
20%
Blog
10%
Dialogue Essay
10%
Quizzes
10%
Midterm 10%
Letter to Bert
10%
Case Study
10%
Final 10%
Podcast
10%
*Only students who
maintain a grade of B+ or higher will be allowed to tutor. Students
maintaining a B or lower will spend tutor hour(s) completing additional
required writing assignments.
______________________________________________________
ATTENDANCE
Attendance to class is
required every day. If you miss more than two days, you may be
required to withdraw from the class. Arriving after attendance is taken means
you are marked late.
______________________________________________
LATE ASSIGNMENTS
Each student is allowed
one extension of three days. Grade for that assignment begins to drop by a
partial letter grade for every day after. Quizzes cannot be made up.
______________________________________________
STATEMENT ON PLAGIARISM
What is Plagiarism?
When you use another
person's idea or work without giving proper credit, you are committing
plagiarism. Plagiarism is considered unethical and in some cases illegal.
Therefore, you should always provide appropriate citations for all quotations,
summaries, paraphrases, or any other work that is acquired or borrowed from
other writers. The penalty for plagiarism can be severe, and university
instructors are continuously developing more sophisticated methods of
discovering plagiarized material. If you have any doubt about the possible
consequences of plagiarism, read the following news story: Internet Watchdog
Could Stop Collegiate Copycats.
Although there are various citation formats, they all require the same types of information. Listed below is the basic information you will need to copy down from each source you use while doing your research. In the end, you want your readers—if they are interested in the topic—to be able to find the document you are quoting from.
BASIC RUBRIC FOR WORKS
CITED PAGE
Book
author's last and first
name; title of book; publisher place and date of publication.
Journal/Magazine/Periodical
Article
author's name; title of
article; title of journal/periodical; volume number; issue number or month and
year of publication; page numbers the complete article appears on.
Article From Anthology
author of article; title
of article; title of anthology; editor of anthology; place and date of
publication; page number of article
Web page
author of document;
title of document; title of complete work (if available); date of document's
loading or last revision; electronic address or URL; date of access;
publication information for print version of source (if available).
ALWAYS INCLUDE Basic
Citation Information
TENTATIVE
SCHEDULE: This schedule will shift
around Writing Center observations and in-class peer tutoring.
W 3.4 Introductions,
Syllabus
Diagnostic: What makes
good teaching?
Review Expectations of
ENG 101 College Essays
Next Class (NC):
Buy Books
Read Tutoring
Writing pp. 21-30 & Prepare for Graded Quiz
M 3.9
Graded Quiz on Tutoring Writing, 21-30
Discuss
Reading
Create
blogs; Blogging Moffett (lab dependent)
In-class: Review/Prepare
for First Graded Research Paper
NC:
Research: “The Ideas of
James Moffett”
Read: Tutoring
Writing, 1-7 & prepare for Graded Quiz
________________________________________________________________
W
3.11 Graded
Quiz on Tutoring Writing pp. 1-7
Discuss
Reading
Watch
Tutor Videos:
In-class writing: Video Review
NC:
Research: The Ideas of
James Moffett
Read:
Moffett, “Explanation of
the Program” (pp. 3-24) (*will appear on midterm*)
Tutoring Writing pp. 14-20 & Prepare for Graded
Quiz
______________________________________________________________
M 3.16 Graded Quiz
on Tutoring Writing pp. 14-20
Discuss Reading
Maybe:
Introduction to CATW Writing Test for ENG 099 students
In-class writing: what
will an excellent James Moffett paper do?
Tentative: Observe Writing Center tutors in B-200
Tentative In-class
writing: What I observed today at the Writing Center: strategies used / needed
NC:
Read Active Voice 46-70;
Peer Review: the Moffett Paper (3 pages for full
points)
__________________________________________________________
W 3.18 Tentative: Observe Writing Center
tutors in B-200
Peer
Review: the Moffett Paper (3 pages for full points)
Letter to Professor: Reflections on Moffett
draft
Discuss Moffett
Video
review (in-class writing)
NC:
Selections from Moffett
(PDFs on course webpage, look below the syllabus)
___________________________________________
M 3.23 Discuss Moffett
Readings
Watch Tutor Videos:
Video review (in-class writing)
NC: DUE: First Research Paper (James
Moffett)
___________________________________________________________
W 3.25 Tentative: Observe Writing Center
tutors in B-200
DUE: First Research Paper (James Moffett)
In-class: Letter to Professor on writing process
Discuss Readings
Exercise
from Active Voice 46-70
Writing the dialogue essay
NC:
Write dialogue based on Writing Assignment based
on Active Voice 46-70
M. 3.30 Tentative: Observe Writing Center tutors
in B-200
Group
work: Share dialogues / identify research prompts
NC: confirm that
dialogue ideas are researchable (if not, start over); add research
W 4.1 Perform dialogues
in pairs
Blogging:
Review of film(s)
NC: Finish dialogues and prepare for class performance
________________________________________________________________
W 4.13 Dialogues Due – Perform Dialogues
Tutoring:
Students with “B+” or Higher Begin Tutoring !!!!!!
Tutoring Begins Around this Week!?
Tentative? Observe Writing Center tutors in
B-200
NC: : Read Sondra Perl,
“Understanding Composing” (*will appear on midterm);
Read Tutoring Writing 31-41
________________________________________________________________
W 4.15 Perform Dialogues
Quiz on Tutoring Writing 31-41; Discuss Reading, Perl
TUTORING?!
NC:
Read Tutoring
Writing 42-69 and prepare for QUIZ
M 4.20 Quiz on Tutoring
Writing 42-69
Discuss Reading
Group Work: Problem Posing / Evaluation of
Tutoring at the Writing Center
Prepare
for Group Presentations
NC: Group
Presentations: Problem Posing
NC: Read Mike Rose “Rigid Rules” (*will appear on midterm)
W 4.22 TUTORING!?
Midterm Review
Discuss Rose
Group
Presentations: Problem Posing
NC:
Prepare for MIDTERM
Updated Course Schedule ENG 220
M 4.27 Group Presentations: Problem Posing
In-class
tutoring
NC: Rose
W
4.29 Discuss Rose / midterm review
Group Presentations: Problem Posing
NC: Read
Kozol “Savage Inequalities”
Peer Review: 2 copies of “Letter to Bert
Eisenstadt”
M 5.4 Peer
Review Bert Eisenstadt
Discuss Kozol
Chomsky on the Purpose of
Education
W 5.6 MIDTERM
NC: Read “Cultural
Divides in Writing Tutoring”
M 5.11 Discuss
“Cultural Divides”
NC: DUE: “Letter to Bert Eisenstadt: Evaluation of Tutoring
in the Writing Center”
Letter to Professor: Writing Process
W 5.13 DUE: “Letter to Bert Eisenstadt:
Evaluation of Tutoring in the Writing Center”
The
Case Study
M 5.18 Discussion of Pedagogy
of the Oppressed
Group Activity: Pedagogy
of the Oppressed and your philosophy of pedagogy
NC: Read “Psychology of Social Class”
W
5.20 “Psychology of Social Class”
M
5.25 Case Study: Peer Review
W
5.27 Podcast on
Case Studies
M 6.1 Podcast on Case
Studies
W 6.3 Final Exam
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