W350 2001-2004 STAFF
Advanced Expository Writing

2001 8:00a-8:50a MWF (25) 3 cr. ROBERTS (description follows)
2002 4:00p-5:15p TR (25) 3 cr. SPERRY (description follows)
2003 2:30a-3:45p TR (25) 3 cr.SHACKELFORD (description follows)
2004 5:45p-7:00p TR (25) 3 cr. LEAHEY (description follows)

COAS INTENSIVE WRITING SECTION. PREREQUISITE: W131 OR EQUIVALENT

This advanced writing course focuses on the interconnected activities of writing and reading. It engages students through a series of writing/reading assignments in the kinds of responding, analyzing, and evaluating that are part of the work in many fields in the university. Students will work closely on a variety of texts, including their own writing, in order to develop an understanding of the assumptions, choices, and techniques that comprise the writing process.

FOR ROBERTS SECTION 2001:

This course will focus on the topic of literacy, language learning, and notions of liberty. The reading and writing assignments will encourage you to think about the uses and effects of reading and writing in a number of different cultural and educational contexts. We will examine a variety of personal narratives and pedagogical writings about the values and consequences of literacy from writers such as Richard Rodriguez, Malcolm X, bell hooks, Frederick Douglass, Ursula Le Guin, Paulo Freire, and others. A great deal of in-class time will be devoted to various kinds of writing workshops in which students will read and share their writing (drafts and revisions) in both small response groups and whole class discussions aimed at practicing and exploring the writing process. Several papers will focus on students' own personal experiences with reading, writing, and education, and so we will also consider critically the uses of personal experience in expository and argumentative writing.

FOR SPERRY SECTION 2002:

This section of W350 has been designated for Education majors or for those seeking secondary certification. It fulfills the advanced writing requirements of both the School of Education and the College of Arts and Sciences.

“I think it is wrong to teach late-adolescents that writing is an expression of individual thoughts and feelings. It makes them suckers and, I think, it makes them powerless, at least to the degree that it makes them blind to tradition, power and authority as they are present in language and culture.”
-- David Bartholomae

“…we [need to] help students learn to write language that conveys to others a sense of their own experience….I’m thinking about autobiographical stories, moments, sketches—perhaps even a piece of fiction or poetry now and again.”
-- Peter Elbow


How to teach writing has been the subject of lively debate for many years now, so that as you consider entering secondary teaching, you may find yourself having to sort out the implications of various practices, aims, and roles. The purpose of this section of W350 is to help you improve your own skills as a writer and reader while examining some current approaches to writing instruction in academic contexts.

We will explore the relation among various approaches to the teaching of writing and how those create conflicts in aims and practices in writing classrooms. By examining the development of some key concepts, we will try to understand some of the influences on our ideas about how to teach writing and the limitations those ideas place on our students. The reading assignments will ask you to think about terms such as error, the writing process, discourse community, growth, and voice: Are those consistent metaphors? Who or what is privileged by various views of each, with what probable effects? And so on.

There will be 2 major papers (5-6 pages), as well as 3-4 shorter writings (2-4 pages). Writing assignments will include: a position taken on some aspect of writing in the context of the course readings; practice with inquiry-based writing on a set of readings on the issue of Japanese internment during World War II, including an analytical synthesis.

Texts:
A Teaching Subject: Composition Since 1966, Joseph Harris (Prentice-Hall, 1997).
Writing Analytically, 2nd edition, David Rosenwasser & Jill Stephen (Harcourt Brace)
A course packet of readings to be provided in class.

Optional: A Pocket Style Manual, 3rd edition, Diana Hacker (Bedford/St. Martin’s).

FOR SHACKELFORD SECTION 2003:

TOPIC: THINKING THROUGH ELECTRONIC TEXTS: THE CULTURAL IMPLICATIONS OF ELECTRONIC TEXTUALITY

This course will consider the impact that electronic texts have or might have on our most commonplace understandings of reading, writing, texts, communication, and cultural authority, more broadly. We will use rhetorical analysis to consider what is at stake in current debates surrounding the effects of electronic texts on democracy, gender, and cross-cultural communication. Expository writing assignments will provide a site to evaluate critics' assessments of electronic texts by considering these assessments in relation to our own experiences reading and interacting with electronic texts. Electronic texts we will consider include scholarly web sites, hypertext fiction, and interactive multi-media concerned with cross-cultural communication.

FOR LEAHEY SECTION 2004:

TOPIC: THE CHANGING MALE IMAGE

This course will provide students with a view of the change that has occurred since 1900 with a focus on American males, their history, their stories, their perceptions and the changes in the European roles of fatherhood and masculinity as the new image has evolved. Through a variety of readings from literature, narratives of historians, sociologists, and psychologists, and video clips and music students will arrive at a current perception of Male Image reflected in current culture. Written reflections will be the framework from which the investigation and questioning of change begins. The course will investigate historical events including World Wars I & II as well as the decades including the Fifties, Sixties, Seventies, and Eighties and the Women’s Movement.

Students will discover that each era not only retains but also reshapes what it means to be masculine. Students will summarize, critique, analyze and reflect on the path masculinity has and is taking. Through discussion and response to the readings orally and in written form, students will build to a final paper that is a culmination of the experiences of the reading, personal investigation and research into the topic.

Students will be expected to conference on the three formal analyses. The intention of the course is to focus on improved writing skills through revision, discussion and analysis of the topics.

Readings will include excerpts from the following books and other readings in the course packet:
Broughton, Irv, Ed. A Good Man: Fathers and Sons in Poetry and Prose
Faludi, Susan. Stiffed
Kimmel, Michael. Manhood in America
Mosse, George L. The Image of Man
Pittman, Frank. Man Enough
Sanders, Scott Russel. The Country of Language
Seybold, David. Fathers and Sons
"Testosterone," Time, April 23, 2000
Rotundo, E. Anthony. American Manhood: Transformations in Masculinity from the Revolution to the Present

Students will write five 2-3 page investigative papers and three formal 4-6 page analyses. Additional points given for class participation.

Texts:
Stephen W. Wilhoit. A Brief Guide to Writing from Readings 2nd. Ed.
Course Packet available from Collegiate Copies on East 3rd. next to Mother Bear’s