Syllabus for ENG 466: Practicum in the Teaching of
Writing
and ENG 316: Internship in English
Department of English,
Foreign Languages and Journalism, Division of Liberal Arts and
Sciences
ENG
316/466
Instructor: Dawn Terrick
Spring
2008
TH
3:30-4:20 Murphy 104
Office: Eder Hall 222F
Office Phone: 816-271-4313
Office Hours: Tuesday and Thursday 1-3, Monday 11-12
and by appointment
Email:
terrick@missouriwestern.edu
Required
Texts:
·ENG 100 Writer’s Workshop
Fall Edition
·Answer Key/Manual (booklet
will be distributed)
·Packet of required
essays/readings (in bookstore)
Course
Description:
“Academic writing, reading
and inquiry are inseparably linked; and all three are learned not by doing any
one alone, but by doing them all at the same time. To “teach writing” is thus necessarily
to ground writing in reading and inquiry.”
-James A. Reither
This course is designed to
help you both navigate your way through the ENG 100 workshops and provide you
with a solid foundation for your future teaching and writing endeavors. As a result, I would like this course to
function mainly as a “seminar” in which we will all read and discuss essays
regarding composition theory and pedagogy, while making connections between
these essays and our “real life” teaching experiences. I want you all to develop and refine
your own critical perspectives on teaching writing and the most effective way to
accomplish this is to truly discuss, debate and question the issues we read
about and then to discover your own place within and against others’ theories
and approaches to teaching writing.
Please remember that class discussion is the key component to your
success in this course and in the workshop, so feel free to ask questions of
your instructor and your classmates, both inside and outside of the
classroom.
Most class sessions will follow a similar format: In class we will discuss workshop questions and problems and review upcoming workshop lessons and exercises. In addition, we may also discuss the assigned readings and issues and concerns related to the readings.
**All Student
Assistants must attend every weekly meeting for training sessions and
discussions. You will also spend a
minimum of two additional hours per week as a Student Assistant, leading your
assigned ENG 100 students in a Writer’s Workshop. All student assistants must attend all
workshop sessions, be on time for each session and conduct each session for the
full 50 minutes. If you cannot make
a workshop session, it is your responsibility to contact Dawn Terrick and, if
possible, find coverage for your workshop.
All students enrolled in ENG 316/466 are also required to attend every
weekly meeting and successfully complete all reading and writing
assignments.
Course
Objectives:
You should
aim:
·to become knowledgeable about
writing processes, particularly heuristics and prewriting
·to deepen your understanding
of writing and of designing writing assignments
·to become a more skilled and
experienced teacher, particularly of composition
·to comprehend the rationale
for the MWSC ENG 100 course design
·to develop your own critical
perspective on teaching writing
Methods of
Instruction:
Methods of
instruction include assigned readings, lectures, class discussions, group
work/in-class workshops, informal writing assignments and formal writing
assignments.
Policies:
Attendance and Class
Preparation/Participation: All
students are expected to attend every scheduled class meeting and
every workshop session. If
you miss class three times during the semester for any reason other than a
legitimate, documented emergency, you will fail the course and you may be
removed as an SA. However, please
feel free to talk with me about any extenuating circumstances. If for any other reason any SA should
simply fail to meet the minimal requirements and standards for a responsible
student tutor, that SA may be replaced and will earn an
F in any related class. If you are
going to miss class due to a school-sponsored event you must notify me in
advance. Also, arriving to class
late is disruptive. As a result,
chronic lateness will likely affect your final grade. Students are also expected to come
prepared to every class meeting and participate in class discussion for this is
the only way we can all share ideas, ask questions and learn.
Late Work: All writing assignments are due on the
due date stated on the assignment sheet and course schedule. Each student is allowed one late paper
(and only one late paper) and this must be discussed with the instructor. I will
not accept/grade any other late papers.
This is important because you must complete, turn in and receive a grade
for all papers in order to pass this class. Consequently, if you submit more than
one late paper, you will fail the course.
Grading: Your employment status and final grade
for the internship/practicum will be based upon your workshop performance as
well as your classroom observation/report, reaction paper, writer’s workshop
activity/materials, teaching log and final self-evaluation. Please remember that you must complete
all assignments in order to pass the course. Also note that class preparation and
participation are very important and do affect your overall
grade.
· Classroom
observation/report: 100 points
each all tutors/316 and
466 students
· Reaction paper:
100 points
316/466 students
· Writer’s workshop model
activity:100 points
316/466 students
· Teaching log:
100 points
all tutors
· Self-evaluation:
100 points
316 and 466 students
· Class
preparation/participation: 100 points
all tutors
(Note: 316 students who are assigned a separate
project and/or who are repeating this class do not have to complete the above
assignments except the assignments for “all
tutors”).
Due Dates: Please be aware of due dates for all
assignments which also appear on your assignment schedule:
Observation: Due Feb. 21
Reaction paper: Due March 6
Workshop activity,
self-evaluation essay and logs: Due
last day of class,
April 24
All papers for this course
must be word-processed. Please note
that you must complete all major assignments in order to pass this course. It is also important to save all work on
disks, keeping back-ups if necessary.
Academic Honesty
Policy: Academic honesty is
required in all academic endeavors.
Violations of academic honesty include any instance of plagiarism,
cheating, seeking credit for another’s work, falsifying documents or academic
records or any other fraudulent classroom activity. Cheating and plagiarism are not
acceptable. You must also honestly
fulfill all responsibilities for your workshop sessions. You will receive a grade of F (0 points)
for any paper/assignment/exam that shows evidence of cheating and/or
plagiarism. You have the burden of
proving that a paper/assignment showing evidence of cheating and/or plagiarism
has been in fact written by you.
You should keep thorough evidence of your writing processes for all
papers so that you can meet this burden of proof. Please make sure to correctly
document all borrowed information and ideas, using MLA guidelines, on all of
your writing assignments.
Violations of academic honesty will be reported to the Provost or the
designated representative on the Academic Honesty Violation Report forms. Please note carefully the statement on
plagiarism on the departmental website, found at
http://www.missouriwestern.edu/EFLJ/plagiarism.asp,
and please see the 2006-07 Student Handbook and Calendar on page 21 for specific
activities identified as violations of this policy and the student due process
procedure. This handbook is also
available online at http://www.missouriwestern.edu/handbook/index.pdf.
Students with Disabilities: Anyone who has a disability that prevents the fullest expression of his or her potential to succeed in this course must notify me as soon as possible so that we can discuss class requirements and accommodations. You must also contact Michael Ritter, Special Needs Coordinator, and be sure that all necessary documents are on file in his office.
Please feel free to come see
me if you have any problems or
questions and feel free to discuss workshop situations (both successes and
failures) both in class and in my office.
I believe communication is very important between an instructor and her
students and, as a result, I will make myself available to you for any reason.
ENG 316/466 – ENG 100
Classroom Observations and Descriptive Summaries
Purposes of this
assignment: To learn more about your workshop
students and about the instructor/professor who is teaching your ENG 100
section(s); To observe and reflect upon a composition classroom setting; to
provide an impetus for you to think about your own teaching methods and
assignments.
Overview of
activities:
· Schedule a time to observe the class (contact your
instructor/professor through email, phone or personal
contact)
· Observe and take careful notes (ask for any
handouts that the instructor/professor may be using; if possible, participate in
any activities during the class session)
· Write a descriptive report
Assignment: Students
enrolled in ENG 316/466 are required to observe an ENG 100 class, normally in a
class conducted by the ENG 100 instructor/professor whose workshops you are
leading. This observation must take
place within the first 3-4 weeks of classes. After the observation, you will write a
descriptive report, detailing what happened throughout the entire class
session. Include: method(s) of teaching employed, in-class
exercises, handouts and/or overheads utilized, role of both teacher and
students. Students not enrolled in
ENG 316/466 must conduct an observation but do not have to write the follow-up
report.
Requirements: Your
report must be at least one page in length (using Times New Roman, 11 point font
with 1 and 1.25 inch margins), spell-checked, edited and word-processed. I must have this report by
February 21.
Grading Criteria: Your
report will be graded upon content, organization/structure and style.
Your report must follow the assigned format and provide
a detailed summary of the entire class session. In addition, your report must also be
presented in a coherent, organized and logical manner with appropriate sentence
structure, punctuation, grammar, spelling and word choice.
ENG 466 – Reaction Paper: Summary of and Response to a Selected
Journal Essay/Article
Purposes of this
assignment: To increase your exposure to scholarly
writing and critical theoretical and pedagogical issues in composition and
rhetoric; To read, discuss and write about these issues; To make connections
between the readings and your own experiences in the classroom and workshop; To
improve upon your critical and analytical reading, thinking and writing
skills.
*If you are not enrolled in ENG
316/466, you must still read the assigned essays/articles and participate in
class discussions.
Assignment: Students
enrolled in ENG316/466 will choose one of the readings from the course (in
packet) and write a response to that essay/article. Your essay will be both a summary of and
commentary/response to the essay/article.
Use this assignment as a true learning experience in which you critically
think about and respond to specific ideas and passages that catch your attention
and that connect to your past, present and future learning and teaching
experiences. Your essay should
contain the following:
· Introduction with thesis statement: Identify the author and title;
identify the author’s main point/argument and your opinion of/response
to/relation to this point/argument
· Body:
Assume your reader has not read the essay/article so include summary
information. You can use
quotes/passages from the text. In
addition, you must also include your reaction to and analysis of this
essay/article. Be sure to include
your opinions and stance as well as examples from the both essay/article and
your own experiences (if relevant).
Some questions you may want to address in your paper are: What issues and ideas
underlie the essay/article? Do you
agree or disagree with the author?
Why? Can you use your own
experiences in the classroom, both as student and teacher, to help you to
understand the author and find your place in regard to the author? If the author is proposing an
assignment, a specific method of teaching or a specific argument, is it
effective? Could you apply it to
one of your classes/workshops or to your own writing and learning process? How can this essay help to inform your
writing and teaching?
· Conclusion:
Create a conclusion that coheres to the rest of the essay as well as
stimulates thought; be sure conclusion is clear and
definitive.
Requirements: Your essay
must be (at least) two full pages in length (using Times New Roman, 11 point
font with 1 and 1.25 inch margins), spell-checked, edited and
word-processed. **Your paper must
be submitted prior to or on March 6.
Grading Criteria: Your essay
will be graded upon content, organization/structure and style.
· Content:
Your essay must follow the assigned guidelines and provide both a summary
of the article as well as a detailed response and reaction from you. When summarizing, you must be precise
and clear, being sure to outline the author’s main points and being sure not to
misrepresent the author’s points, arguments and intentions. You can utilize quotes/passages from the
text but do not rely too heavily on these and be sure to explain all borrowed
material in your own words. When
responding, be sure to respond to specific examples or passages from the
essay/article, being sure to use your own opinions and experiences as
support. Your response must show
that you have seriously thought about and grappled with the ideas and issues the
author has raised.
· Organization/structure: Your essay must have a clear
introduction, body and conclusion.
· Style:
Your essay must be presented in a coherent and logical manner with
appropriate sentence structure, punctuation, grammar, spelling and word
choice. Be sure to carefully
proofread and edit.
ENG 466 – Writer’s Workshop
Model Activities
Purposes of this
assignment: To reflect upon your experiences in workshop as well as
to reflect upon and critique the current workshop activities; To make
connections between theory and practice, between class readings/discussions and
the classroom; To devise your own lessons; To develop your own critical
perspective on teaching writing.
Overview of
activities:
· Review workshop materials and
exercises
· Reflect upon your workshop
experiences
· Create your own teaching
activities
· Respond to others’ teaching activities through peer
response groups
Assignment: Students
enrolled in ENG 316 and 466 will prepare and present model activities for a
potential new Writer’s Workshop session.
This assignment has two parts:
·Part One:
Create a workshop assignment(s) and present it as you would present it to
your students.
·Part Two:
Write a brief justification for this assignment. How did you come up with this
assignment? What do you hope
students will learn or gain from this assignment? How does it fit with the entire ENG 100
course? What theory informs this
lesson? Was there something in the
readings or class discussions that helped to spark this idea/assignment? Can you see any drawbacks to this
assignment?
Requirements: Your
assignment/essay must be approximately two full pages in length, using Times New
Roman, 11-point font with 1 and 1.25 inch margins, with (approximately) one-two
pages devoted to the assignment/activity and (approximately) one page to the
explanation/justification. In
addition, be sure your assignment is spell-checked, edited and
word-processed. This activity must
be submitted to me on or prior to April 24.
Grading Criteria: Your
assignment/essay will be graded upon content, organization and
style:
· Content:
Your assignment must follow the assigned guidelines and provide both
Parts One and Two. When writing the
workshop assignment, be sure the assignment is written for your audience, your
ENG 100 students. Also be sure the
writing activity as well as any necessary requirements or guidelines are
explained. When writing your
justification, be sure to address the questions listed above. Your justification must show that you
have seriously thought about and grappled with the rationale behind the
assignment as well the possible positive and negative outcomes of the
assignment. Feel free to
incorporate workshop experiences, if relevant.
· Organization:
Your justification essay must be presented in a coherent and logical
manner.
· Style:
Your essay must contain appropriate sentence structure, punctuation,
grammar, spelling and word choice.
Be sure to carefully proofread and edit.
I
look forward to reading your activities and hope to use some of them in the
“new” workshop book for next semester!
*ENG 316/ENG 466 --
Self-Evaluation Essay
Purposes of this
assignment: To reflect upon your experiences as a leader in
workshops; To make connections between theory and practice, between class
readings/discussions and the classroom; To develop your own critical perspective
on teaching writing; To refine your teaching methods and
practices.
Assignment: For this
assignment, you will reflect upon and write about your own teaching practices
and experiences within the context of Writer’s Workshop. Some questions that you may want to
think about and address in your essay:
What do you think is the role of the workshop leader/teacher? What are your main strengths and
weaknesses as a workshop leader/teacher?
Throughout the semester, what were your main concerns and obstacles? Can you recall a workshop activity that
went particularly well? Why? Do you think that this experience will
help you in your future career as a teacher? Look upon this assignment as a way for
you to reflect upon and learn from your experiences this semester – use this
assignment as a tool for evaluating and refining your own teaching
theory/theories and practices.
Requirements: All ENG
316 and ENG 466 students must complete this essay and submit it with the
teaching log on the last day of class.
Your essay must be (at least) two full pages in length, using Times New
Roman, 11-point font with 1 and 1.25 inch margins. In addition, be sure your essay is
spell-checked, edited and word-processed.
This essay is due no later than the last day of class, April
24.
Grading Criteria: Your
assignment/essay will be graded upon content, organization and
style:
· Content:
Your essay must show that you have reflected upon and evaluated your
performance and the performance of your students over the course of the
semester. Incorporate workshop
experiences and information from the assigned essays if relevant.
· Organization:
Your essay must be well organized and presented in a coherent and logical
manner.
· Style:
Your essay must contain appropriate sentence structure, punctuation,
grammar, spelling and word choice.
Be sure to carefully proofread and edit.
I
look forward to reading and learning from your essays!