1831 9:05a-9:55a MWF (25) 3 cr.
1832 8:00a-9:15a TR (25) 3 cr.
1833 9:30a-10:45a TR (25) 3 cr. Cariello (description follows)
1834 4:00p-5:15p TR (25) 3 cr. Sperry (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 CARIELLO SECTION 1833:
THIS SECTION OF W350
HAS BEEN DESIGNATED FOR
EDUCATION MAJORS
TOPIC: THE TEACHER AS WRITER
This section of W350 has been designated for the Education major or
for those seeking
secondary teaching certification. It fulfills the intensive writing
requirements of both the
School of Education and the College of Arts and Sciences.
The aims of this course are threefold: first, to help education
students further develop
their writing skills; second, to explore key issues in teaching and
learning; and third, to
provide a model of inquiry about education that prospective teachers
can bring to their
future work. In short, this course is designed to help education
students become reflective
practitioners of their craft.
Through a sequence of writing assignments, students will be asked to
analyze various
viewpoints on teaching and learning with an eye toward developing
arguments about current
issues such as multiculturalism, bilingualism, literacy, and the ways
in which race, class
and gender play out in the classroom. Course work includes two essays
of five to seven
pages, one essay of up to ten pages, workshop responses, reading
summaries and group
presentations.
FOR SPERRY SECTION 1834:
THIS SECTION OF W350 HAS BEEN DESIGNATED FOR EDUCATION MAJORS
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 (4-5 pages), as well as 3-4 shorter
writings (2-3 pages).
Writing assignments will include: an analysis of your experience in
writing classrooms 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
summary, analytical
synthesis, and position papers over those readings.
Tentative selection of texts:
A Teaching Subject: Composition Since 1966, Joseph Harris
(Prentice-Hall)
Writing Analytically, 2nd edition, David Rosenwasser & Jill
Stephen (Harcourt Brace)
A course packet of readings to be provided in class
Optional: The Longman Handbook for Writer and Readers,
Chris M. Anson &
Robert A. Schwegler (Longman)