Missouri Western
State University
College of
Arts and Sciences
Department of English,
Foreign Languages and Journalism
ENG/EDU 501: Topics in Teaching Writing:
Teaching Research Writing
Wednesdays 4:30-6:20 pm -
Murphy 106
Fall 2009
|
|
Missouri Western
State University
ENG/EDU 501: Topics in Teaching Writing: Teaching Research Writing
Wednesdays 4:30-6:20 pm -
Murphy 106
|
Instructor: Trish Donaher, Associate
Professor of English
Office: Eder Hall 222 L
Office Hours: TR 2:00-3:00 pm;
W 9:00-11:00 am and 3:30-4:30 pm; and by appointment
Phone: 816-271-5964
Email:
donaher@missouriwestern.edu
URL:
http://staff.missouriwestern.edu/users/donaher
ENG/EDU 501 Topics in Teaching Writing (1-2 credits each; may be repeated for a total of four credits; offered on demand). Writing seminar for teachers or pre-service teachers with senior standing at MWSU which addresses a particular issue related to literacy teaching. Prerequisite: Senior standing at MWSU with successful completion of EDU Junior Experience or BS or BA degree.
Course Philosophy and Objectives - Teaching Research Writing
As a teacher of writing, I embrace an "everyone's a student/everyone's a teacher" philosophy. I believe that each of us has something to contribute to our collective knowledge base; therefore, I hope that each of you will freely share of your skills and fields of expertise as we navigate the semester. I also believe that a writing teacher, whether of researched based prose or of creative writing, should be actively engaged in the art. Working at the craft, with your students, both models appropriate action for your students, but also helps you understand your pedagogy on a deeper level. As we aim for the goals/objectives described below, I'd like you to think also about yourself as a writer, particularly as a research writer, and to take time to "practice" what you plan on preaching. Increasing your own knowledge and capabilities will greatly enhance your confidence in your methodology.
The production of research-based writing is the ultimate test of one's literacy. To be a good writer of research-based prose means that you have the ability to write effectively, for a particular (and perhaps demanding) audience, utilizing the conventions of a particular form, while successfully analyzing, synthesizing, and integrating the ideas, arguments, and evidence of others in relation to your own. Wow. My gosh. Sounds a little scary. I wonder if they have classes in this stuff? Oh...yeah...that would be this class.
Our overarching objectives are to focus on the skills student writers need to navigate the web and the library, to engage meaningfully with source material, and to avoid plagiarism. How students find and handle source material reflects their understanding of the research process and the value of texts, their ability to think critically about texts, and their skill in text manipulation. Thus, Teaching Research Writing is designed to help teachers develop their students' awareness of differing voices, engage students in discussions and activities which develop their analytical skills and facility handling multiple voices, strengthen student skills in transference, synthesis, and interpretation, and teach students responsible use of source material. In addition, as teachers, we will examine the myriad of ways to create "plagiarism-proof" assignments. Course activities, experiences, and materials will focus on helping you, the classroom teacher, design lesson plans which meet or exceed the GLE expectations for your particular students.
Our individual objectives should be to become more confident in the medium and with the materials of research writing so that we can be more effective teachers and, personally, more effective in our own writing.
Required Materials
Texts:
Assignments and Community Expectations
Your first responsibility is to read and prepare for class and come to class to share your wisdom. Your second responsibility is to participate fully and exuberantly in the assigned tasks, whether individual or small group activities. The mechanics of a successful class come down to each of us accepting responsibility for our place within the class microcosm.
You will need to keep a research journal/log to note your on-going thoughts, observations, and reflections about being a research writer and being a teacher of research writing. This is also a good place to keep a "to-do" list, refine your personal goals/objectives as a researcher and as a teacher of research writing, work out your lesson plans, and keep track of questions/issues you need answers to. Your journal may be electronic or handwritten. You'll want to be able to refer to it in class, so bring it on a flash/thumb drive (or save it to the P: Drive) if you are working electronically.
Seminar participants will develop a portfolio of materials which address issues in teaching research writing for their particular students and grade levels. Portfolios will be shared online for the benefit of the other seminar participants. Participants will also lead a discussion on one of their primary concerns and road-test a mini-lesson from their portfolio as a possible solution. Since this is a seminar in teaching research writing, take the time to "try out" your ideas and lessons plans by completing the tasks you would assign yourself. You can also, of course, give them a go in your current classes. Report your findings in your journal for discussion in class. This experimentation will also help you learn how much time is necessary for each activity you plan, what key pieces of info you've forgotten to make clear, and whether or not it is a successful plan/activity.
If you would like, start your own research writing project while engaged in planning for your students. This would give you an opportunity to work on professional development projects that you could expand on post-class and perhaps take to a conference or send out for publication. Doing your own research will also give you an endless supply of personal anecdote to use in the classroom (which reminds me: I've got a story about an ice storm, a sprained ankle, and a barn that I'm sure you'd love to hear sometime).
In return for all this thinkin' an' researchin', plannin' an' writin', seminar participants will update their knowledge of library and internet databases, learn practical ways to streamline the research process for both efficient and effective results, and receive a number of helpful handouts and sample assignments from the class and its participants.
Final Exam
Ha! That's a good one.... We'll do some personal
self-analysis and reflection in our journals. Otherwise, we will gird our loins and head off to tame our
inner research demons, confident that we've gathered the necessary provisions
for the journey.
Have Fun
And I mean it. I realize
some (OK, many) find researching and research writing dull pursuits. But it
don't have to be so. If we can find passion in a topic, it can be interesting,
even exhilarating, to follow it through to the end--kind of like reading your
favorite series fiction. Here's an example:
As a huge fan of Harry Potter, I knew wanted to contribute something to the academic discourse on the topic. So, I found a friend/colleague with an equal passion for HP and who was a good foil to my literary critic skills (he's a philosopher), and simply said, "Hey! Let's do something on HP." He asked "What?" And off we went. We presented a rough version of our idea at a regional conference, and just as we returned from that conference, I got the Call for Papers for a new book on HP, and said to Jim, "Hey, let's really finish this sucker and submit it." We had a great time re-reading and researching, waiting for the last book to come out, staying up two days straight to finish it for inclusion in our article, chatting a couple of times a week on ideas, drafting paragraphs separately and together, until voila: an article. And, we utilized all this gained knowledge in the classroom: in the middle stages of our odyssey, we team-taught a class on HP, the semester right after the final book was published. It was a helluva good time. Really.
Grading
The quality of your
work, the percentage of the work that you complete, and your effort will
determine your final grade.
Your Final Grade Distribution is as follows:
Other Requirements
Attendance and
Community
Regular attendance is an essential
part of our educational experience and a requirement for an adequate evaluation
of academic progress. As a small group, we also need you (yes, you!) here to
help out with the talkin' and thinkin' aloud parts. Class camaraderie is
sometimes all that stands between us and the research writing abyss. You know,
that abyss: where you have writer's block, the project is going down in
flames, and your technology has stopped working.... A friend or friends make all
tasks lighter; plus, they'll be there to share your joy when all is going well.
If I should be unable to meet the class—which would mean I'm really ill or something has gone awry with the universe called "A 3-year-old," you will be notified in person by a secretary or a fellow instructor or by me via email or phone if there is enough time.
Sharing Your Work
Students are expected to share
their writings and other work with members of the course, and all work that a
student produces may be shared by the instructor with the class for purposes of
example and training. Such work will be as anonymous as possible. Finally, the
instructor may share your experiences/work anonymously with future classes or in
her own writing and research.
Student Disability
Any student in this course who
has a disability that prevents the fullest expression of abilities should
contact me during the first week so that we can discuss class
requirements.
Late Work
All assignments are due at the
beginning of the hour on the due date, unless otherwise specified. Learning is a
cumulative process and each assignment in this course is designed to build on
the last assignment; therefore, late work disrupts this important aspect of the
learning process. Keep in mind, too, that all of our work is done in conjunction
with others, so we need to accommodate their needs and schedules as well. No
work will be accepted after the last class day before the final exam.
Computer Usage
You will be called upon to
read materials online, use WebCT, and utilize computers in and outside of class
time. The portfolio/plan materials must be word processed in MSWord so that we
can share them electronically.
University Academic Honesty Policy and Due Process
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 activity. Violations of academic honesty may result in a failing
grade on the assignment, failure in the course, or expulsion from the
University. When a student’s grade has been affected, violations of academic
honesty will be reported to the Provost or designated representative on the
Academic Honesty Violation Report forms.
Please see the current Student Handbook for specific activities identified as
violations of this policy and the student due process procedure. This handbook
is available online at
http://www.missouriwestern.edu/handbook/index.pdf..
Course Policy on Academic Honesty
. . . it is better to fail in originality than to succeed in imitation. -- Herman Melville
Plagiarism is literally the stealing of others' words and ideas and using them as your own. Make every effort to give credit where credit is due, and if you are not sure of "how"—ask. You are responsible for proving that all work turned in for grading is your own original work. Work with evidence of plagiarism, intentional or not, will receive a zero and may result in failure of the course.
Final Thoughts
Despite Einstein's assurances
that even the motions of dust motes have pattern, life to us mere mortals is
unpredictable. I recognize that at times your outside life may interfere with
your classroom life (heck, it's all a balancing act, ain't it?). It is up to you
to set your priorities and to realize that "doing it all" is not always possible
or even desirable. If you are feeling overly stressed about all you have to
accomplish, you need to come see me.
Course Schedule
Note: bring your Research Journal, binder notebook, and thumb drive or other electronic devices to every class. I'll let you know when we'll need other items.
August
26
Introduction to the Course
Research Assessment and Progress Report Survey - Paste in link, if needed: http://www.surveymonkey.com/s.aspx?sm=N2vZICXQy3P4FhPOE_2fpDCw_3d_3d
Metaphors for Research Writing
Journal assignment: Reflecting on our past experiences as researchers
September
2
Introduce ourselves
Share our self-reflections on researching, research writing, and the teaching of research writing
Deep thoughts will ensue
The V-word
9
The P-word
Academic paragraphing
16
Genre in research writing
Academic research boot camp
23
Research boot camp continues - Reports from the trenches
Presentation topics due so that we can figure out what's next
30
Templates for research writing - bring your edition of They Say/I Say: Moves that Matter in Academic Writing
October
7
Presenters: Deb Schwebach and Joe Marmaud
Journals due for midterm grading
14
Presenters: LaDawndra Robbs and Carole Bunse-Clark
21
Presenters: Erin Walker and Patsy Brost
28
Presenter: Leann Romer
November
4
Catch up time
Practice what we've preached
11
Practice what we've preached
18 - NWP/NCTE Conference - no class
25 - Thanksgiving Break
December
2
Share from our portfolios
Class assessments and personal reflection
Portfolios and journals due for final grading
9 - Final Exam Period: whatever should we do?