Instructors: Stephanie West-Puckett & Genoa Shepley
Email: email@example.com & firstname.lastname@example.org
Class Meeting: Tuesday 11:00-12:15 in Roosevelt 311
Writing 104 Course Website
Course Textbook: Bad Ideas About Writing
About the Course
Over the duration of this semester, we will meet regularly to investigate writing and rhetoric as a discipline, to learn about research-based practices in the teaching of writing, to apply these practices in the classroom, and to plan and deliver activities that will build your professional CV. This course requires a different commitment than other graduate seminars in that there is less reading (only two short chapters per week) and the culminating projects are not seminar papers. Instead, they are teaching, leadership, and service performances and the creation of two professional writing documents: a public blog post and your teaching philosophy statement. The course is also different from other seminars in that it is graded simply on a Satisfactory/Unsatisfactory scale. It is not different from other graduate seminars, however, in the following ways:
Your timely and unbroken attendance are required;
Your preparation/possession of assigned tasks/materials is essential;
Your undivided attention and active participation are both presumed and imperative.
Additionally, because this course has a variety of purposes, from training to support to supervision:
We'll review your students’ first set of major assignments—the students' badge proposals and their level one work and your feedback. We'll read and review the projects and your comments to ensure that your feedback and assessment align with the department’s ethos and instructional goals and to help you craft feedback that moves students toward meeting the course objectives and outcomes.
You’ll visit one another’s classes and write up your observations to gain ideas and offer one another feedback about what you see. Observing other teachers and reflecting together on that experience is an indispensable way to learn more about teaching.
To gain another perspective on your teaching, one of the instructors will visit your class at least once and meet with you about the observation. These visits will occur after you have established comfort with your classes and will be scheduled at our mutual convenience. The purpose of these visits is to help you see your classroom and teaching from another perspective, to notice what's working, and to ask questions that can lead to deeper reflection on and to more effective teaching practices.
We expect you to volunteer for National Day on Writing (NDOW) on October 5. For nearly a decade, NDOW celebrations across the nation have focused on writing as a central part of our everyday lives. This event creates positive student experiences around writing and helps our students to identify as curious and capable writers. First Year Writing students will report to the Memorial Ballroom for class on that day, and they will have the opportunity to participate at multiple composing stations which will be staffed by upper division WRT majors, Writing Center Tutors, and WRT faculty like yourselves. NDOW also provides a unique opportunity for students to compose with our faculty and majors in an informal setting. Research underscores the importance of faculty engaging students outside of the classroom to increase student retention and success, and this event allows us to showcase and share our passion for writing in its many dynamic forms, demonstrating why WRT is a vibrant, production-centered major and everybody's perfect double-major. You'll want to feature this activity on your professional CV under service.
With support from your instructors, you will co-lead one professional development workshop focused on a badge from the new 104 curriculum. These workshops, called Badge-A-Day Workshops, are designed to support WRT faculty who will adopt the badge-based curriculum in Fall 2019. These workshops are 75-minutes long and will be held from mid-October to early December. Using the format developed last semester for the Critical Identity Narrative Workshop, you will design a promotional flier and a workshop for the badge you were assigned for the TA orientation. Instructors will review and offer feedback on your materials, help you gather any necessary supplies, and work with you to deliver the workshop. You'll want to feature this activity on your professional CV under writing program administration.
This semester, you will contribute a multimodal blog post to the National Writing Project's online collection Bad Ideas About Writing: Technically Dead But Still Walking. For this project, you will choose one chapter from the collection and write for an audience of K-Higher Ed teachers about how this chapter has impacted your understanding of and approach to teaching writing. Read what the previous 999 cohort contributed and add your voice to this archive of public writing studies scholarship. You'll want to feature this activity on your professional CV under scholarship.
To help you get an early start on your job market materials, you'll also draft an early version of your one-page Teaching Philosophy Statement. You'll receive specific guidance and examples to help you represent your approach to teaching writing, and you'll get the benefit of both peer and instructor feedback to help you promote yourself as a well-informed, dynamic teacher of writing.
Finally, we are here to help, both in our role as instructors of this course and in our roles as director and assistant director of the First Year Writing program, so don’t hesitate to come to us with any questions or concerns!
Major Activities and Dates
Peer Classroom Observations: September 24, 26 or 28
National Day on Writing: October 5 from 9-3 Memorial Union Ballroom
Badge-A-Day Workshops: Wednesdays at 4pm (October 17 -December 7), meet with instructor two weeks in advance to approve flier and agenda
Instructor Observations: October 10, 12, 15, meet with instructor the following week to debrief
Bad Ideas About Writing Blog Posts Due: November 6 (Draft), November 13 (Final)
Teaching Philosophy Statements Due: December 4 (Draft), December 11 (Final)