English 535Theories and Practices of Composition

Spring 2013 Room: PH1-227

Dr. Carol Zitzer-Comfort Office: MHB 317Office Hours: 12:00 – 1:00 Tuesday and 3:00 – 5:00 pm Wed Email: carol.comfort@csulb.edu Phone: 562.985.7929Course web site: http://compositionatthebeach.com/University BeachBoard You must be able to access university e-mail, post and respond to specific course-related discussion boards, view online videos, and enhance your current knowledge of digital literacy as it relates to this course and to teaching composition.

Course Description:As an introduction to Composition theories and research, this course will address the histories, theories, and rhetorics of contemporary writing pedagogies. We will focus heavily on the connections among theories and practices, since practices enacted outside of any theoretical context are often misguided. Building a solid theoretical foundation gives our teaching practices a direction and makes our assignments and evaluation processes consistent. In other words, theory must frame our pedagogy. Along with studying the historical contexts for varying composition pedagogies, we will study “hot topics” in the field and work through scholarly exchanges regarding them. We will also address the political, social, and institutional ramifications of Composition and Rhetoric in American universities, and, after leaving this course, you will be prepared to teach First-Year Composition. You will begin to situate yourself as a participant in the ongoing conversations in the field, and you will begin to build your professional identity in the discipline. With an MA in English, you will most likely be working with Composition theories in some capacity; thus, after taking this class, you will be able to articulate theories and contexts that inform your pedagogical choices. (This will be very important when you begin to interview for teaching positions.)

Required Texts:Dobrin, Sidney, JA Rice, and Michael Vastola. Beyond Postprocess

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Hacker, Diana (Nancy Sommers). Rules for Writers, CSULB Custom 7th Edition.Miller, Susan. The Norton Book of Composition StudiesTate, Gary and Amy Rupiper. A Guide to Composition Pedagogies

Many other readings will be available via BeachBoard or e-reserves, while other texts take on various formats and are linked to various sites. Please see the course schedule for reading due dates. All readings must be completed before the course period for which they are scheduled. If the scheduled reading is a video or web text, I expect you to treat it as you would any other text: “read” it critically, watch, take notes, and be ready to discuss it in the next class.

Articles not already in the required books: e-reserve: password -- readBartholmae, David and John Schilb. “‘Inventing the University’ at 25: An Interview with David

Bartholomae.” College English 73.3 (January 2011): BeachBoard Dickson, Alan Chidsey, Jaime Armin Mejia, Jeffrey Zorn, and Patricia Harkin. “Interchanges:

Responses to Richard Fulkerson ‘Composition at the Turn of the 20th Century.”College Composition and Communication 57.4 (June 2006): 730 - 762. BeachBoard

Downs, Douglas and Elizabeth Wardle. “Teaching about Writing, Righting Misconceptions:(Re)Envisioning ‘First-Year Composition’ as ‘Introduction to Writing Studies.’” CollegeComposition and Communication 58.4 (June 2007): 553 - 584. BeachBoard

Fulkerson, Richard. “Composition at the Turn of the 21st Century.” College Composition andCommunication 56.4 (June 2005): 654 - 687. BeachBoard

Vitanza, Victor. “Three Countertheses: Or, a Critical In(ter)vention into Composition Theoriesand Pedagogies.” Contending With Words. New York: MLA, 1991. 139 - 172. (e-

reserve)

Course Objectives:At the end of the semester, you should be able to:

● Explicate areas of debate, articulate theoretical issues, and explicate pointed areas of contention among competing theories of Composition

● Research and write a graduate-level, argumentative paper● Compose a mock-syllabus for First-Year Composition● Apply theoretical knowledge about writing to select course materials and write

assignments for First-Year Composition course● Clearly explain the rational for your First-Year Composition syllabus● Identify key theorists and theoretical debates in Rhetoric and Composition and situate

them in relevant contexts● Argue for your approach to teaching writing● Integrate technologies into theories of composing

Attendance:

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Attendance is mandatory. The nature of this course relies on your participation, so it is crucial for you to attend each class. While I will lecture from time to time, this is fundamentally not a lecture course. Since we rely heavily on the class and digital discussion, we need class time to engage with each other in ways that are not possible online. Thus, if you miss a class, there is no way to “make up” what went on in class while you were gone. If you miss more than four classes, I will lower your course grade. In other words, you cannot get an “A” with five absences. If you are absent more than six times, you will not pass this course. Chronic lateness is unacceptable as is coming to class unprepared. I will not grant incompletes unless circumstances are extremely dire and can be documented.

Course Requirements:The fundamental requirement for this course is that you come well prepared to actively participate in every class. Careful reading of the assigned texts, substantial class and online participation, and satisfactory completion of all assignments are required to pass this course. The readings for this course are particularly diverse and exist across platforms (text, video, etc.); therefore, skimming a reading or viewing it carelessly will only frustrate you. I expect you to “get” something from and make connections among all of the readings. All reading, writing, and viewing should be completed before each class session, and you should be able to make critical and interpretive comments about everything assigned. Watching closely, taking careful notes and deliberately finding things in readings and videos that you would like to discuss in class will enable you to best accomplish this. If you have nothing to say in a discussion, I may ask you to refer to your notes, so make certain to come to class with commentary about what you have read or viewed. You should also devote chunks of time to your projects and allow sufficient time to familiarize yourself with the technical requirements of each assignment. Since many of our assignments will take place in digital culture, you should know that cramming doesn’t work in digital culture as it does (if only minimally) in print culture. There is no way to complete projects successfully at the last minute.

Grade Distribution:Presentations 10%Discussion posts 20%Moment in the Discipline project 10%Argumentative Paper 15%FYC Student Essay 10%FYC Mock Syllabus 15%Syllabus Rationale 15%Participation (class and online) 5%

Brief Explanation of Assignments:Presentations: Please revisit this explanation before you prepare your presentations, as you will be held accountable for what is discussed here. Each of you will prepare two presentations in

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response to the readings. You will choose one assigned reading for each presentation, and more than one person can present on the same reading. If someone else is signed up for the same reading, you must discuss what each will do, so the presentations are fluid and not repetitive.

For your first presentation, you will talk about at least one of the assigned readings for the day on which you signed up. The purpose of this presentation is to jump-start the discussion and to provide your colleagues with your take and analysis of the texts under discussion. You should prepare enough material for 15 minutes. However, your presentation can last longer than that, depending on how many others have signed up for the same day. You may wish to collaborate on your presentation intentionally. If you do this, you would discuss one of the assigned readings, and your colleague would discuss another. Or, if the reading is particularly long and dense, you could split it up and cover different sections. This can be accomplished in a back-and-forth style or a presentation-response style. Please listen carefully while I explain this option.

Your job is to discuss the issues in the readings with your colleagues, NOT just summarize or go over what you have read. You should come up with connections that you have made while reading that we can discuss. Prepare for breaks in your presentation to facilitate discussion. If you just whiz through your presentation, I usually have to take up the task of prompting people to discuss the material you presented. So, you should prepare for discussion by designing questions, or taking us to related material on the web. However, your questions should demonstrate some analysis on your part, not simply things like “do you think expressivism is good or bad,” or “do you agree with the author,” or “do you think educators should use technology or not,” etc.

YOU MUST PREPARE SOMETHING VISUAL TO AID YOUR PRESENTATION on power point, prezi, a blog post on the Ning site, or a video. You may use other formats as you see fit as long as they add something relevant to your presentation.

Your presentation must include the following:● A VERY BRIEF summary of the reading: 2 - 5 minutes!! We have all read or viewed

this reading, so we don’t need to hear a detailed summary. NOTE: If your presentation in its entirety only consists of summarizing what we’ve read, you will not receive credit for your presentation.

● Connections to AT LEAST THREE other sources, outside of what is assigned on the syllabus, you have read or found to complement the assigned reading. These sources can be articles, books, videos, websites, blogs, social media posts, etc. You should not just summarize these sources but tell us why they are important for what we are learning about on the day you present. Are they examples of theoretical concepts? Do they take the ideas further or in another direction? Do they pose a counter-argument? The ability to bring together disparate sources is a skill in which all teachers must be proficient.

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● Appropriate time limit, not less than 15 minutes but not so long that you interfere with another colleague’s presentation. If no one is presenting on your day, then you can go longer.

Your second presentation will follow the same format but MUST focus specifically on teaching the concepts you read about in one of the assigned readings for the day on which you signed up. That is, you will discuss how you would teach the concepts under consideration to first-year college students. You should be creative in the supplemental materials you choose for this presentation, and think of it as a mock-lesson plan for a FYC class. Along with the requirements above, your second presentation must include the following:

● A discussion about either:○ the approach you would take to actually teach the concept to students, and

examples you create or find online that you would use in your teaching or○ how the concept in the reading impacts first-year composition, since some

theoretically complex topics may not be appropriate to actually teach to students. However, in the second instance, you could discuss how the complexity of the concept could be useful for first-year students to learn by taking a different approach.

The goal of the second presentation is to make you think about practical classroom application for the concepts we study. You can think of this exercise as practice for interviewing for FYC jobs, since nearly every hiring committee will ask you to explain how you would implement pertinent Composition theories into your actual lessons.

Weekly Reading Notes Posts: You will use our Ning site to post your (almost) weekly responses to one or more readings (10 total, 2 pts each). Posting reading responses on Ning allows your work to become public and networked, thereby taking the reading response process out of the introspective realm. Posting also allows a conversation to occur and forces you to respond to others’ ideas and connections. Each week that we have notes assigned, you should go into the forum, read what has already been posted, and then formulate your post as either a response to someone else’s post or as a new discussion topic. In either case, your notes MUST go beyond simple agreement or disagreement and must engage the reading or video in an analytical matter. Please do not say, “the article was too long,” or “I couldn’t get through the reading.” These types of comments only derail the potential for discussion and don’t add anything to our understanding of the material.

You can use a basic summary/response/connection model at first and then modify it as the semester progresses. Note: You may also produce video logs, or “vlogs” for your notes. Follow the same format but record yourself discussing the readings into your webcam, upload to YouTube or Vimeo, and then embed or link on our site. First, BRIEFLY summarize the section of the text, video, or site to which you are responding. Use quoted material to show how you are

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interacting with the reading. Next, provide your commentary about the selection you just summarized by taking a concept, issue, conflict, theme, etc. and exploring it. What connections did you make? What questions do you have? You should try to find examples to support your thoughts and provide links to those examples. The minimum length for each post is 3 substantial paragraphs. You can, and should as often as possible, fulfill this requirement by responding to someone else’s post; however, you must follow the same guidelines outlined above. I expect you to respond to each other anyway, even if you are not “counting” your response as your required post. We really need to see discussion happening in the forum, so responding to each other is CRUCIAL. Participatory culture enables a sense of reciprocity, as in a “you respond to me, I respond to you” ethic. I will not tolerate a list of individual posts that do not attempt to create a conversation.

In this regard, DO NOT assume your post exists in a vacuum. If I wanted each person to post in a vacuum, I would require you to print out your response and turn it in to me only. THIS IS NOT THE CASE! I will also not tolerate repetitiveness, so you MUST read the existing posts before writing your own. If you repeat what has already been said without any acknowledgement of previous posts, you will not receive credit for your post. This shows us that you are not reading the posts and not attempting to join the conversation. READING NOTES SHOULD BE POSTED BY 10:00 PM the night before they are due for class to give everyone time to read them. DO NOT post your notes during class. If you are late posting your notes, your grade will be lowered. The goal of this semester-long assignment is to foster sustained intellectual inquiry and exchange, and I expect you to treat your colleagues with respect, regardless of the possible level of disagreement. I fully expect you to visit the site often enough to stay current in the discussion.

Moment in the Discipline Project: This will be your first project after we have studied a brief history of the discipline of Rhetoric and Composition. You will have encountered several key moments in the development of the discipline, and this project allows you to each explore one of these moments. Doing so, however, requires intense and quick study of the key developments in the field, which entails reading sources beyond what is assigned in class. You will find no shortage of outside source material. You will choose a significant moment, either by year, event, publication, or other context, and then you will describe the network that grew from that moment. This can be done in written form, describing the moment and the network that evolved from it, but must also include some type of multimedia form, showing the network through video, prezi, or some other online platform. We will begin discussing this project immediately, and its significance will help drive your subsequent work in this course. 1500 words.

Requirements: The specific moment must be clearly articulated; the reasons for choosing the moment must be explained in detail; the network that grew from the moment must be support the claims made in explaining why the moment is crucial for the discipline of Rhetoric and Composition; you should also explicitly explain how each source in the network is connected;

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projects must refer to at least 4 - 5 other sources outside of the readings required on the syllabus; the medium chosen should be used appropriately; if using multimedia, project content should approximate a 1500 word paper; works must be appropriately cited.

Argumentative Paper: Your argumentative paper will evolve from your “moment” project and will take on an issue inspired by it. You will choose at least three theorists who have spoken to each other either literally (as in a response) or metaphorically (as in you put them in conversation) in order to flesh out an issue of contention. While some of your “moments” may be from the distant past, you should still be able to find a way to make an issue an enduring one, as most topics in our discipline evolve and remain issues of contention.

Requirements:Your issue must be specific and it must be current and under some contention among scholars. So, if you chose the Dartmouth Conference for your moment, for example, you should find an issue from the conference that people are still debating. You would not try to enter a debate that happened in the 1970s and has not resurfaced. Additionally, this is NOT an “all about” type paper. You will targeting a specific issue and saying something about it. The issue should be something you are interested in exploring and putting to work in your own FYC courses. That is to say that you shouldn’t just choose an issue because it is easy to find sources etc., especially since you will be creating an actual FYC assignment from it in your next project.

The paper must contain an explicit scholarly context, must refer to at least three theorists who have worked with the issue in varying ways when developing the context, and must set up the different views upfront.

Your claim, as well as how it differs from, extends, or challenges the other views must be stated explicitly.

Claims must be support with evidence found in articles and other relevant materials.Must include a works cited with sufficient sources.This paper will be in the range of 1500 words. Due 3/21/13

FYC EssayThis is the first assignment in practical application. It asks you to take the issue you raised in your argumentative paper and create an assignment for FYC students from it. You will use the handbook adopted by CSULB, Rules for Writers, as one of your texts, and you will be able to choose the readings for your assignment from a range of other textbooks and online materials. You will write the assignment and then respond to either your own or one of your classmate’s assignments. The turn around for the responses will be short, so it is imperative that you write an assignment that can be readily interpreted by your colleagues. This exercise allows you to

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practice the very skills you will be requiring from your future students, and we will assess the work done in conversation both in class and online.

FYC Mock SyllabusYour final assignment consists of creating a mock syllabus based on the theories that you have studied all semester long. You can find samples on our own Composition at the Beach site, and you will follow the requirements for teaching Composition 100 at CSULB, located in the Teaching Guide on the site. As mentioned above, you will be required to incorporate Rules for Writers, and then the rest of the materials should be based in your own theories of Composition and philosophy of teaching. You will have written at least one major essay assignment. The calendar of activities should be complete, but you are not required to write out each assignment beyond the first one. You should make sure your policies are articulated clearly and that you especially think through your late work and rewrite policy. You should also think about how you will handle absences and participation in class and/or online.

Syllabus Rationale: This paper will explain the theories that inform your syllabus. You will cite sources you have read both in class and on your own to support the choices you made on your syllabus. Please refer to at least three theorists and/or theories that you were most drawn to, and then show how your pedagogical choices reflect these theories. Through this process, you will also explain your philosophy of teaching writing, based on what you have learned in this course. A philosophy of teaching writing includes statements about what you believe about writing and teaching. After reading your syllabus rationale, we should get a good sense of who you are as a teacher and a composition theorist.

Participation:As I’ve already said, I expect you to participate while in class. When we work on activities in class, and when your colleagues ask you questions in their presentations, I expect you to engage with them, even if you have no immediate response. This means that you must listen carefully and force yourself if you must to come up with a response. At the core level, this is a class about teaching, thus, curiosity and inquisitiveness are paramount. Teachers should not be shy about asking or discussing questions with their colleagues. However, if you happen to be uncomfortable about speaking in class, you should use the Ning site to blog or post about what you would have said in class. These blogs and posts, of course, are outside of the reading notes requirement. When all class members participate, we all benefit.

Late Assignments:Late assignments will only be accepted if you speak to me about your situation before (not on) the due date. NO EXCEPTIONS. Projects turned in late will be penalized a letter grade for each day they are late. If you speak to me about your situation before the due date, and I grant you an extension, you should by no means assume that you will earn an “A” on the project. An extension means that you are allowed to submit your work for consideration. If you do not speak

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to me beforehand, then your work will simply not be accepted. Deadlines for projects are always 11:59 pm on the day they are due, since you will upload everything to the Ning site. Therefore, there is no reason to miss class on the day something is due to work on it. Presentations cannot be made up, unless some dire situation occurs. If you are absent on the days you present, then you will not receive credit for your presentations. If you are more than 10 minutes late on the days you present, you will only be able to receive half credit for your presentations.

Academic Integrity:

If you are suspected of academic dishonesty, you will receive disciplinary action. Forms of academic dishonesty include: Collusion – lending your work to another person to submit as his or her own; Fabrication – deliberately creating false information on a works cited page; and Plagiarism – the presentation of another person’s work as your own, whether you mean to or not. Videos you create may not use more than one minute of material without acknowledging where the material came from and you may not use more than 29 seconds of a copyrighted song. That is, you cannot simply download a video and claim it as your own. You must engage in remixing and repurposing of found material. You will learn that careful and meaningful appropriation is a skill learned while participating in digital culture. I require that ALL written projects be submitted via BeachBoard to Turnitin, which scans essays for plagiarism. Indicate explicitly what you are quoting/paraphrasing and from whom, using MLA formatting for both in-text citations and works cited pages. Even though we will discuss plagiarism in class, it is your responsibility to know from the start of the semester what plagiarism is: familiarize yourself with the definition of and rules on plagiarism and cheating in the Schedule of Classes. If you plagiarize, regardless of grades received for other work, regardless of the type of assignment, regardless of the amount of plagiarism in your work, and regardless of the nature of the source, you will fail the course and be reported to Judicial Affairs for further action, which may mean probation, suspension, or expulsion from CSULB. The excuse that you did not know you were plagiarizing or what plagiarism is when you did the assignment will not be accepted. If you are unsure about what plagiarism is or don’t know how to document your sources, it is your responsibility to come and talk to me. Know that it is not acceptable to hand in any of your own work that has already received or will receive credit in another course. Essays handed in for different courses may not be substantially the same. The same rules for this type of cheating or any other form of academic dishonesty apply as do to plagiarism (http://www.csulb.edu/~mvanelk/rulereqs.html).

I encourage students with disabilities, to meet with me early in the semester to discuss appropriate accommodations. I will work closely with you to ensure that your needs are met.

By next class meeting:Join http://compositionatthebeach.com/Purchase required textbooksRead the following:Introduction to Norton Book of Composition Studies

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Preface and Introduction to Beyond Postprocess For this week, I’d like you to just bring your notes on the reading to class, rather than post them. What do the introductions/preface say that interest you, that is new to you, that surprised you about composition/rhetoric? Based on these initial readings, what are your predictions about the readings for the rest of the term? Type your notes in any format you prefer but do use MLA citation.

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Tentative Calendar of Readings and Assignments:

Date In class For next meeting1/22 Intro to class/overview of syllabus Join http://compositionatthebeach.com/

Purchase required textbooksRead the following:Introduction to Norton Book of Composition StudiesPreface and Introduction to Beyond Postprocess For this week, I’d like you to just bring your notes on the reading to class, rather than post them. What do the introductions/preface say that interest you, that is new to you, that surprised you about composition/rhetoric? Based on these initial readings, what are your predictions about the readings for the rest of the term? Type your notes in any format you prefer but do use MLA citation.

1/24 Introductions/discussion of readings—viewing Take 20.

View Take 20 video. http://www.bedfordstmartins.com/Catalog/static/bsm/take20/

Post questions/responses/comments about the video/project on our discussion site. You must post at least one comment and respond to the comments of others. Pay special attention to the names that are mentioned repeatedly and the theories that are most significant.

I have created a Discussion Board on BeachBoard for this discussion rather than the Ning site until I'm sure that all students are added. Also read "Where Do English Departments Come From?" (Norton page 3) and “Process Pedagogy” (Comp Pedagogies). Notes

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due on Thursday 1/31.

1/29 Assign presentations. Discuss video and readings.

Brief History of Comp/Rhet: Readings from Norton: Horner (33); Brereton (98); Stewart (129).

1/31 Presentations for readings and notes due. Readings from Norton: Corbett (141) Russell (151) and “Views from a Distance” (http://kairos.technorhetoric.net/16.2/topoi/mueller/index.html)

2/5 Presentations for readings. Review http://www.english.ohiou.edu/cifer/cifer_theory/This will be helpful for your Moment in the Discipline Project. Spend some time exploring the site. Be sure to “read” it as you would any other text for class.

2/7 TH

Notes Due—online class todayPost your notes and then respond to the notes of at least one other peer.

Readings: From Norton: Shaughnessy (387). On e-reserve: Paulo Freire from Banking Concept of Education. From Norton: Rose (586); From Comp Pedagogies (71).

2/12 Presentations for readings. Readings: From Composition Pedagogies: Tobin (1), Burham (19), George (92).

2/14 Presentations and Notes Due. Readings: From Norton: (Bartholomae 605); from Comp Pedagogy (Mutnick 183). Bartholmae, David and John Schilb. “‘Inventing the University’ at 25: An Interview with David Bartholomae.” College English 73.3 (January 2011): BeachBoard.

2/19 Presentations. From Norton: Flower and Hayes (Norton 467); Bizzell (479); Faigley (652); Berthoff (647)

2/21 Online class today—Moment in the View: “50 Years of Research on

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Discipline Project due today—must be uploaded to BeachBoard by 5:00 pm.

Writing: What Have We Learned?” http://www.youtube.com/watch?v=mrcq3dzt0UkReading: Vitanza (e-reserve).

2/26 Presentations. Readings: Beyond Postprocess: Dobrin et al Introduction, Hardin (61).

2/28 Presentations and Notes Due. Readings: Read Johnson “Audience Involved” (e-reserve); Posprocess: Jensen (132), Haynes (145).

3/5 Draft workshop for Argumentative paper. Bring 3 copies of your paper to class.

Work on argumentative paper.

3/7 Review NCTE Position Statement on MultimodalLiteracies http://www.ncte.org/positions/statements/multimodalliteracies --Do some research: what is/are “multimodal” literacy/literacies? Find and post some examples of such literacies. Why might digital/multimodal literacies be pedagogically appropriate? Might they sometimes be inappropriate? Post responses and examples of digital literacy projects/videos/vlogs, etc., to our BeachBoard site by 5:00 pm today. (These posts will count as your notes.)

Post at least one response (in addition to your own posting) to one of the BeachBoard posts on digital literacy. Readings: “The Digital Imperative” (https://docs.google.com/file/d/0B0W5vTWSqyWsMmQ0ZTg4MTItM2FkNC00M2RjLTg3ZmMtNmJmYTUwNGVmNTU0/edit?hl=en)

3/12 Presentations. Readings: Norton Community Literacy: Jones Royster (1117), Lyons (1128), Delpit (1311).

3/14 Presentations. Notes due. Readings: Norton Selfe et al. (1499), Brueggemann (1243).

3/19 Presentations. Readings: Catching up--3/21 No class meeting—Carol presenting at NALS

Notes due and Argumentative paper due to BeachBoard by 5:00 pm.

Readings: Comp Pedagogies Moran 203, Postprocess Sanchez (183), Howard (219).

3/26 Watch and discuss in class “Lunsford, Andrea. On the Myths of Digital Literacy ” (http://www.youtube.com/watch?v=sIKu_hZT2BM&feature=fvsr)

Readings: Douglas Downs and Elizabeth Wardle “Teaching about Writing” (BeachBoard).

3/28 Presentations and Notes due. Readings: “Developing Writing Assignments” (e-reserve); “Using Facebook to Teach Rhetorical Analysis” (e-reserve) and from Comp Pedagogies (Moran 203).

4/2 Spring Break Review FYC syllabi and assignments on BeachBoard

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4/4 Spring Break Review FYC syllabi and assignments on BeachBoard

4/9 Assessing student writing—DVD Assessing student writing: Beyond the Red Ink.

Readings: Rules for Writers; read over Composition 100 SCO and Teaching Guide(at comp at the beach site)

4/11 Review writing assignments and student papers.

Review 3-5 Freshman comp texts—do mini book reviews: what do you notice about the texts? How are they similar/different? Length and complexity of readings? Types of reading questions? Writing assignments? Would you recommend the text? Why or why not?

4/16 Bring books you reviewed to class—discuss FYC books.

Readings: Halbritter “Big Questions, Small Works, Lots ofLayers” http://www.technorhetoric.net/16.1/praxis/halbritter/index.phpWork on FYC writing assignment

4/18 Notes due: FYC assignment workshops: Bring 3 drafts of assignment to class.

FYC assignment.

4/23 FYC assignment workshops : we will not meet in class. You are to meet with one or more fellow students in person or online to review each other’s FYC assignments. You will submit peer reviews with your final assignments.

4/25 FYC assignment presentations. Continue to review sample syllabi, ENGL 100 SCO and teaching guide, work on your syllabus and writing assignment.

4/30 FYC assignment presentations. Readings: From Ning site5/2 FYC assignments due to BeachBoard by 5:00

pm.Readings: From Ning site

5/7 Syllabus Workshops : Bring 3 copies of your syllabus to class for workshop.

Readings: From Ning site

5/9 Syllabus Workshops. Work on syllabus and rationale. Your rationale must be grounded in compositional theory and solid pedagogical concepts that you can discuss at length.

5/13 Syllabus and Rationale due to BeachBoard Finals week

Final assignments due to BeachBoard Thursday, May 16, 2013by 2:30PM—NO EXCEPTIONS

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