The Seminar in Teaching
Writing
English 220.0908 (LEC 9631)
LaGuardia Community College
Spring I 2014
Justin Rogers-Cooper, Ph.D
jrogers@lagcc.cuny.edu
M: 10.30-12.45; E-401
F: 10.30-12.45; E-230
Office Hours:
M-F 9.15-10.15, or by appointment
M-109A
Course Blog: http://lagccstw14.blogspot.com/
___________________________________________
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 produce short podcasts on some aspect of teaching
writing
* We will blog our experiences with tutoring students and
reviewing several films and videos (some of this will take place in class, in
our computer lab)
* We will tutor students and offer feedback on writing assignments
to a variety of LaGuardia students from real on-going classes happening during
the Spring II summer term.
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 250 words to fulfill the minimal length
requirements.
Video projects will be
completed with a small team. Self-evaluation and group evaluation will help me
form your individual grades.
Blogs* 20%
Moffet
Paper* 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 (through spring break)
M 3.3 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
F 3.7 Graded
Quiz on Tutoring Writing pp. 21-30
Discuss Reading
Video: Moffett on Media
Create blogs; Blogging Moffett
In-class: Review/Prepare
for First Graded Research Paper
NC First
Graded Research Project: “The Ideas of James Moffett” (3-5 pp.)
Read Tutoring Writing pp. 1-7 & Prepare
for Graded Quiz
________________________________________________________________
M 3.10 Graded
Quiz on Tutoring Writing pp. 1-7
Discuss Reading
Watch Tutor Videos
In-class writing: Video Review
NC: Read Active
Voice 46-70
________________________________________________________________
F 3.14 Peer
Review: the Moffett Paper
Maybe: Introduction to CATW Writing Test for ENG 099 students
In-class:
Letter to Professor on writing process
Tentative:
Observe Writing Center tutors in B-200
Tentative In-class writing: What I
observed today at
the Writing Center: strategies used / needed OR TBA
Exercise from Active Voice 46-70
NC: Read Tutoring
Writing pp. 14-20 & Prepare for Graded Quiz
__________________________________________________________
M 3.17 DUE: First
Research Paper (James Moffett) Discuss
Moffett Papers
In-class:
Letter to Professor on writing process
Video: The Texting Student
Video
review (in-class writing)
NC: Write dialogue based on
Writing Assignment based on Active Voice 46-70
___________________________________________
F 3.21
Tentative:
Observe Writing Center tutors in B-200
Graded Quiz on Tutoring Writing pp. 14-20
Discuss Readings
Watch Tutor Videos
Video: Difficult Situations
Video: Plagiarism and Tutoring
In-class writing: What
online videos are effective and why?
Group
work: Share dialogues / identify research prompts
NC: Finish
dialogues for performance
Confirm that your dialogue
ideas are absolutely researchable (if not, start over)
________________________________________________________________
M 3.24 Tentative:
Observe Writing Center tutors in B-200
Group work: share dialogues, test researchability
Video: How to Write Introductions
In-class
writing: what makes good teaching?
NC: Revise
dialogues
_____________________________________________________________
F 3.28 Perform dialogues
Writing
the dialogue essay
Blogging:
Review of films/videos on education
NC: Read
Moffet “Explanation of the Program” (pp. 3-24) (*will appear on midterm)
Read: Pedagogy
of the Oppressed (41-67)
DUE:
Dialogue Essay
________________________________________________________________
M 3.31 DUE:
Dialogue Essay
Tentative:
Observe Writing Center tutors in B-200
Discuss Moffett
Blogging:
Review of film
Tutor: Students with “B+” or Higher Begin Tutoring !!!!!!
Podcast
ideas (in teams)
NC:
Read
Sondra Perl, “Understanding Composing” (*will appear on midterm)
________________________________________________________________
F 4.4 Tentative:
Observe Writing Center tutors in E-111
Discuss Readings
NC: Read Tutoring
Writing 31-41
________________________________________________________________
M 4.7 Tutoring!
Blogging: tutoring; film reviews
podcast project teams
NC: Read
Mike Rose “Rigid Rules” (*will appear on midterm)
Quiz on Tutoring Writing 31-41
F
4.11 Discuss
Reading (Perl, Rose, Tutoring Writing)
Group Work: Problem Posing
/ Evaluation of Tutoring at the Writing Center
Prepare
for Group Presentations
Video: The Secrets of ALEC
Video: ALEC/Education
Video: Dean Julie Underwood
In-class
writing: video review
podcast
project teams
NC:
Read Tutoring Writing 42-69 and prepare for QUIZ
4.14 – SPRING BREAK!
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