Group 1: Kirby, Andrew, Scott N., Anthony, Gerald, Trevor
Group 2: Louisa, Elizabeth, Laine, Connie, Syndey, Tom
Group 3: Kassie, Sarah O., Foley, Brendan, Scott D., Jake
Group 4: Tekla, Nikki, Jenny K., Megan, Cate, Carlos
Week One (August 31st) UNIT 1 THEME: Teaching students to find an issue and begin research
In the 398T forum, by noon today
* Each student in group 1 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss discussion forum posts
* Goals for teaching research and a flexible sequence of activities
* Discuss suggested readings and their applications
During the 1 hour of shared time:
Library Day for Unit 1
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "Cognition, Convention, and Certainty: What we Need to Know about Writing" by Patricia Bizzell, pp. 479-501
* "What Works in Teaching Composition: A Meta-analysis of Experimental Treatment Studies" by George Hillocks Jr, pp. 515-544.
From Strategies for Teaching First-Year Composition
* "The Importance of Framing the Writing Classroom as a Space of Public Discourse" by Michael Stancliff, pp. 44-45.
* "Teaching Writing as a Process" by Davida Charney, pp, 92-6
* "Exploring Topics: Rationale for a Class Exercise" by Michael Stancliff, pp. 267-8.
* "Strategy for Student-Led Writing and Discussion" by Julie Robinson, pp. 220-4
* "First-Year Composition as an Introduction to Academic Discourse" by M.J. Braun and Sarah Prineas, pp. 570-582
* "Teaching Research Skills in the First-Year Composition Class" by Mark Gellis, pp. 583-99
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Week Two (Sept. 14) UNIT 1 THEME: Teaching and commenting on the research summary (assessment part one--the research summary)
In the 398T forum, by noon today
* Each student in group 2 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
During the 1 hour of shared time: Davida Charney on assessing student writing
Link to resources that Davida presented
Original Grading Rubric for Research Summaries
Revised Grading Rubric for Research Summaries
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "The Evolution of Invention in Current-Traditional Rhetoric: 1850-1970 by Sharon Crowley, pp. 333-346
* "Ideology and Freshman Textbook Production: The Place of Theory in Writing Pedagogy" by Kathleen Ethel Welch, pp. 759-771
PDF or photocopy:
* "Teachers Rhetorical Comments on Student Papers" by Robert Connors and Andrea Lunsford
* John Dawkins "Teaching Punctuation as a Rhetorical Tool"
From Strategies for Teaching First-Year Composition
* "Fostering Classroom Civility" by Lynn Langer Meeks et al. pp. 204-211
* "A Structure for a Successful Class Session" by David Jolliffe, pp. 219-220
* "Developing Rubrics for Instruction and Evaluation" by Chris Anson and Deanna P. Dannels, pp. 387-400.
* "Less is More in Response to Student Writing" by Clyde Moneyhun, pp. 326-9
Peer Review Resources
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Week Three (Sept 21) THEME: Peer-review and revision
In the 398T forum, by noon today
* Each student in group 3 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
During the 1 hour of shared time: Brian Gatten from the UWC
Brian's Revision Workshop Script
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "The Cognition of Discovery: Defining A Rhetorical Problem" by Linda Flower and John Hayes, pp. 467-478
* "Revision Strategies of Student Writers and Experienced Adult Writers" by Nancy Sommers, pp. 323-332.
From Strategies for Teaching First-Year Composition
* "Approaches to Productive Peer Review" by Fiona Patton, pp. 290-301
* "Reflection on Peer-Review Practices" by Lisa Cahill, pp. 301-6
* "Writing Center Consultations" by Rebecca L. Jackson, pp. 372-385
* "Encouraging Editing" by Edward A. Kearns, pp. 566-8
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Week Four (Sept. 28) THEME: Assessing student writing--paper 1.1
In the 398T forum, by noon today
* Each student in group 4 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
During the 1 hour of shared time:
Peg Syverson on the LRO
Peg's handouts, the full 24 pages
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "The Phenomenology of Error" by Joseph Williams, pp. 414-429
* "Grammar, Grammars, and the Teaching of Grammar: by Patrick Hartwell, pp. 563-585.
From Strategies for Teaching First-Year Composition
* "Portfolio Standards for English 101" by Douglas D. Hesse, pp. 422-431.
* "Another Kind of Teacher-Student Talk: Conversational Responding and Revising" by Seth L. Kahn, pp. 338-355
* "Why Student Conferences are Important" by Michael Stancliff, pp. 366-7.
* "Empowering Sentences" by Nicholas J. Karolides, pp. 536-546
* "Teaching Style" by Karen Vaught-Alexander, pp. 546-550
* "Parallel Structures" by Emily Golson, pp. 550-559
* "Sector Analysis" by Patricia Licklider, pp. 559-565
Sample 2007 Paper 1.1 and 1.2 with comments
Excellent Sample 2007 Paper 1.1 and 1.2
Sample paper with comments in MS Word
Sample paper with end comments and minimal marking
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Week Five (Oct. 5) UNIT II THEME: Teaching methods of rhetorical analysis (the appeals, the commonplaces, stasis theory, etc.)
In the 398T forum, by noon today
* Each student in group 1 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Explain how to use the requirement that students cite 3 sources other than the text they're analyzing as a way to establish context.
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
Notes on Presentation about Goals for Unit II
Presentation about scheduling Unit II
UWC Rhetorical Analysis Guide
Nate's and Stephanie's resources for teaching rhetorical analysis
During the 1 hour of shared time:
Jeffrey Walker will discuss methods of classical rhetorical analysis
Jeff Walker's handout
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "Concepts Basic to Quantitative Research" by Mary Sue MacNealy, pp. 874-896
* "Claiming the Archive for Rhetoric and Composition" by Susan Wells, pp. 911-918
* "Moving Research into the 21st Century" by Sarah Warshauer Freedman, pp. 1049-1058
* "Theory and Practice in Critical Discourse Analysis" by Allan Luke, p. 1339-1350.
* "The New Literacy Studies and the 'Social Turn.'" by James Paul Gee, pp. 1293-1310
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Week Six (Oct. 12)UNIT II THEME: Why teach rhetorical analysis?
In the 398T forum, by noon today
* Each student in group 2 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss the general goals of UNIT II and some options for macroplanning a syllabus that pursues these goals.
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
UWC Thesis Worksheet for Paper 2
Palaima article labeled by Stephanie
Palaima article labeled by Mark
Palaima article labeled by Nate
During the 1 hour of shared time:
Library Day for UNIT 2
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "Nineteenth-Century Forms/Modes of Discourse: A Critical Inquiry" by Frank J. D'Angelo, pp. 347-357
* "The Social Contexts of Argumentation" by Chaim Perelman, pp. 252-256
From Strategies for Teaching First-Year Composition
* "Rhetorical Analysis: Terms of Contention" by Andy Crockett, pp. 145-149
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Week Seven (Oct. 19) UNIT II THEME: Rhetorical Analysis Beyond the Print Text
In the 398T forum, by noon today
* Each student in group 3 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
Nate's resources on teaching visual rhetoric
During the 1 hour of presentation time:
John Ruszkiewicz will discuss visual rhetorical analysis
John's presentation
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "From Analysis to Design: Visual Communication in the Teaching of Writing" by Diana George, pp. 1429-1449
* "Blogging as Social Action: A Genre Analysis of the Weblog" by Carolyn Miller and Dawn Shepherd, pp. 1450-1473
From Strategies for Teaching First-Year Composition
* "Writing Exercise--Connections" by Susan Allspaw, pp. 262-6
* "Web Page 'Place' Assignment and Analysis Assignment" by Patricia R. Webb-Peterson, pp. 458-463
* "Using the Web to Enhance Students' Critical Literacy Skills" by Sibylle Gruber, pp. 464-469
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Week Eight (Oct. 26) UNIT III THEME: Teaching invention
In the 398T forum, by noon today
* Each student in group 4 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss the general goals of UNIT III and some strategies for macroplanning a syllabus that pursues these goals.
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
Invention Worksheet
Resources for Teaching Invention
During the 1 hour of shared time:
Library Day for UNIT 3
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "Universities, Corporate Universities, and the New Professionals: Professionalism and the Knowledge Economy" by Brenton Faber and Johndan Johnson-Eilola
From Strategies for Teaching First-Year Composition
* "Teaching Invention" by Sharon Crowley, pp. 231-3
* "A Model for Invention" by David Sodul, pp. 240-8
* "Invention Activity Late in the Writing Process" by Vicky Campo, pp. 252-61
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Week Nine (Nov. 2) UNIT III THEME: Teaching refutation and Macroplanning a 309K syllabus
In the 398T forum, by noon today
* Each student in group 1 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss the elements of a 309K syllabus and a successful 309K proposal
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
Goals for 309K and suggestions for how to show that a 309K proposal approaches these goals<.a>
* Discuss suggested readings and their applications
Josi Kate Berry's 309K proposal
Josi Kate Berry's Course site and Josi Kate Berry's Course Syllabus
Cleve Weise's 309K proposal
Cleve Weise's Course Syllabus
Will Burdette's 309K proposal
Will Burdette's Course site and Will Burdette's Course Syllabus
Megan Little's 309K proposal
Megan Little's Course site and Megan Little's Course Syllabus
During the 1 hour of shared time:
Trish Roberts-Miller on fairly addressing the opposition.
Suggested Reading for the Week
From the Strategies for Teaching First-Year Composition
* "On Syllabi" by Victor Villanueva, pp. 98-101
* "Departmental Syllabus: Experience in Writing" by Gregory Clark, pp. 102-113
* "A Writing Portfolio Assignment" by Phyllis Mentzell Ryder, pp. 182-5
* "Assignment Prompt" by Edward A. Kearns, pp. 150-1
* "Profile Assignment" by Sarah T. Duerden et al., pp. 152-163
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Week Ten (Nov. 9) > THEME: Macroplanning a 309K syllabus
In the 398T forum, by noon today
* Each student in group 2 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
* Each student must bring 15 copies of a draft RHE 309K proposal
During the 2 hours of regular class time:
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Review drafts of RHE 309K proposals in class
During the 1 hour of shared time:
A panel of experienced RHE 309K instructors will present their iterations of the class.
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Week Eleven (Nov. 16) THEME: Teaching with Technology
In the 398T forum, by noon today
* Each student in group 3 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
During the 1 hour of shared time: CRWL Pedagogy group will present alternative production options for the third paper to cover the optional 10% often allotted to an oral presentation.
Suggested Reading for the Week
From the Norton Book of Composition Studies:
* "Technology and Literacy: A Story about the Perils of Not Paying Attention" by Cynthia Selfe, pp. 1163-85
* "Web Literacies of the Already Accessed and Technically Inclined: Schooling in Monterrey, Mexico" by Susan Romano et al. pp. 1474-1498
* "Literacies and the Complexities of the Global Digital Divide" by Cynthia Selfe et al., pp.
From Strategies for Teaching First-Year Composition
* "Asynchronous Online Teaching" by Donald Wolff, pp. 440-2
* "Working in an Electronic Classroom" by Julia V. Gousseva, pp. 470-9
* "Approaches to Using Computer Technology When you Don't Teach in an Electronic Classroom" by Timothy R. Ray, pp. 482-493.
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Week Twelve (Nov. 23) THEME: Assessment
In the 398T forum, by noon today
* Each student in group 4 must write 500 (or more) words about a classroom practice, the goals to which it was articulated, its success (or failure), and how the practice would be amended for future use.
During the 2 hours of regular class time:
* Discuss discussion forum posts
* Explore unit goals germane and classroom practices that pursue these goals.
* Discuss suggested readings and their applications
During the 1 hour of shared time: Michelle Neely on 306 assessment
Suggested Reading for the Week
From the Norton Book of Composition Studies
* "Looking Back as we Look Forward: Historicizing Writing Assessment" by Kathleen Blake Yancey, pp. 1186-1204
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Week Thirteen (Nov. 30) THEME: Assessment Workshop
