TR 2:00-3:20 P
Class members will be working to develop the skills necessary effectively to teach university-level composition classes.
Additional information about department objectives can be found on the department webpage, http://libarts.mwsu.edu/english/index.asp.
As a formal class, we will meet about the first half of the semester (roughly six or seven weeks). After that time, you will continue with your working in the Writing Center (or other assigned tasks) and with your team-teaching in ENGL 1113 or 1123.
Term Assignments Working with the assigned text readings, and based on mentoring experiences,
a. Make an appointment and check in with instructor about midterm:
Bring general questions, reactions, as well as your latest thinking about what you believe will be your style as a teacher¾or paper problems and early drafts.
b. Compose, polish, an eight-page personal (“I-voice”) essay that summarizes the key issues with which, you now believe, GAs are concerned—as new teachers and as tutors in the Writing Center. Be thinking about your experiences grading, as well. Then, please consider how you will respond to these issues . . . as you see them developing. Your object will be to generate a next effort at assembling a philosophy of teaching composition. How is this best done . . . and why?
Mind, such philosophies necessarily (and constantly) evolve, over the years of one’s experience in classes. But, quite useful is to establish a posture from which to build.
In the essay, link theory with observed and anticipated practice. A possible format: open with a survey of the situation; then delve background readings (and our discussion) for applications; close with a summary of what you now believe to be true. Up top, offer a firm thesis statement that announces your position in advance; allow the essay, then, to bring the reader around to understanding how you arrived at that thesis.
Due, by day’s end, on 3 May, the paper will be presented in MLA format. One earlier draft will be attached to the final reading copy. In addition, the essay will be submitted simultaneously as an e-mail attachment. We will not use dropped quotations; we will avoid long block quotations, unless they are needed. Please cite class texts with strong attribution tags and by page number. Unless we move outside the class materials, no “Works Cited” page will be necessary.
For a model to follow for appropriate tone, see the Bly essay in GW (2 ff.). Note the pattern for thesis placement and the use of strong, transitional topic sentences. I should like to read an essay that shares the orderliness and style of this one.
Your final mark will be created from these factors:
1. Performance on the above written assignment (50%).
2. Participation in daily 5023 discussions (30%). An A grade in participation will be reserved for members who willingly and actively participate in our investigations of assigned texts, as judged holistically by instructor.
3. Satisfactory attendance and performance in mentored section of 1113 or 1123 (20%). Recall that, this term, you will have teaching and grading responsibilities.
In this class, the following numerical equivalents for final grades are used: A = 100-90%; B = 89-80%; C = 79-70%; D = 69-60%; F = 59-0%.
See "Requirements," above.
Late work cannot be accepted, without arrangement with instructor.
Class members will be expected to attend prepared to discuss the day’s assignment. All planned absences need to be arranged in advance.