English | Advanced Expository Writing
W350 | 1965 | Farris

W350 1965 FARRIS
Advanced Expository Writing for Teachers

4:00p-5:15p T, TR (15) 3 CR.
(meets with L503 and W500)

Topic: Integrating the Teaching of Literature and the Teaching of

This course for prospective secondary and post-secondary English
teachers will be historical and speculative as well as practical.
First, we will examine briefly the relationship between literature
and writing instruction within the larger context of the history of
the profession of English studies. Since the 1960's, the turn in both
secondary and post-secondary English toward an emphasis on students’
personal growth and experience along with attention to the
writing “process” displaced literary texts as models and as sources
of ideas for writing.  As composition studies achieved disciplinary
credibility in the 1980's, the attitude prevailed that students’
writing not take a backseat to other texts in the classroom.  The
postmodern view of texts–both poetic and rhetorical--as ideologically
invested within social contexts, ought to make possible new
connections between the interpretation and production of writing,
including students.’ We will consider what it would take
pedagogically and institutionally to un-do the division between
literature and composition. Is there a way to use literary texts in
writing instruction that does not reinforce the dominance of literary
study over composition?  Might we, for instance, as Robert Scholes
asks, reconstruct our efforts as students and teachers of English
around the notion of textuality?

To that end, we will consider various arguments against and arguments
(and practical strategies) for teaching literature and writing
together–including the use of literary texts as models for rhetorical
analysis, as historical artifacts, as examples of diversity and
social conflict, and as instruments in the promotion and critique of
cultural values.

Readings will include excerpts from literary, composition, and
pedagogy specialists as well as several works of literature we will
choose as our “test cases.” As we read and reflect, locate ourselves
in the larger professional discussion, and develop new ideas for
integrating the teaching of literature and writing, you will write
several short response papers and a final paper plus unit/lesson plan
to be shared as a class presentation.

[e-mail questions to crfarris@indiana.edu]