E 398T

Instructor:Pearl Brillmeyer and Catherine Coleman
Course:RHE 309K
Textbook Description:The World as Text

Instructor:Nathan Kreuter
Course:RHE 310
Textbook Description:Packet of materials on file in PAR 3

Instructor:John Jones
Course:RHE 310
Textbook Description:Elements of Style Illustrated
, Adios Strunk and White

Instructor:Nathan Kreuter
Course:RHE 310
Textbook Description:Packet of Materials on file in PAR 3

Instructor:Lauren Gantz
Course:RHE 309K

RHE 310 should provide students with the opportunity to improve their prose style with close attention to issues of correctness, audience, genre, and circumstance. To that end, students should learn to:
- write in a variety of styles;
- develop an attention to and an ability to vary voice, tone, and figuration in their writing;
- learn to edit their own prose and the prose of others with particular goals in mind;
- learn to tailor their writing styles to the audiences and situations that they address.

All AIs teaching lower-division courses in the DRW are required to hand out departmentally produced policy statements that cover several of the criteria below. Specifically, the DRW policy sheets address criteria 6, 8, 9, and 10. When handing in their syllabi, AIs should simply include a copy of the DRW policy sheet and should not include (in their schedule, syllabi, or assignment descriptions) information redundant to what is included on this sheet.

The following must be included on your syllabus in order to meet DRW policy:

E 398T is a course in writing theory and pedagogy developed specifically for new instructors of RHE 306. It begins with a three-day workshop in August before classes start and follows with a semester-long colloquium that meets on Mondays from 3:30-6:30 p.m or from 5:30-8:30pm. During the workshop, instructors will develop general course plans for the semester and detailed plans for the opening weeks of class, all in the context of larger discussions about rhetorical principles and pedagogical practices. The weekly colloquium will serve as a forum for the discussion both of assigned landmark essays in rhetorical theory, writing theory, and critical pedagogy, and of practical classroom matters (giving feedback on papers, running successful in-class discussions, teaching research and documentation, using class listservs and blogs, etc.). Late in the semester, instructors will draw on their RHE 306 classroom experience and their colloquium participation to design a RHE 309K or 309S course proposal and to compose a statement of their teaching philosophy for their professional dossier.

Attendance and satisfactory performance in the August Workshop and Monday colloquium are required to pass the course and conditions of employment.

FA 2009 Syllabus