Schedule for English 7666.001/7666.002

First Class
Discuss Syllabus

Discussion: Majors, Non-Majors, and Why Teach English?

• What knowledges, skills, abilities does an "English major" need to have by graduation? Why?
• Does a student majoring in another area need these same knowledges, skills, abilities? Why or why not?
• What knowledges, skills, abilities are "transferrable" to other disciplines? How so?
• What can English courses contribute to the general education curriculum in order to make students ethical citizens in a diverse, and increasingly internationalized, world?

Assignment: Curricular Survey of Two-Year Colleges

Readings: (to be completed before class on January 11)

• David Mock, "What Is the Community College? A Primer for Four-Year College and University Historians"
• Lissette Carpenter, "Teaching in the Community College: A Possible Road to Be Taken"
• Mark Reynolds, "The Intellectual Work of Two-Year College Teaching"

What Happens in "English departments" in the Two-Year College?

Writing: "I believe . . ."

Discussion: Students, Curricular Options, Mission Statements, and (Dis)Connections

• Who are the students that the authors this week have constructed? What do they look like? Where do they come from? How do they behave? How do they impact class?
• What conflicts, if any, do you see between the mission statements of your community colleges and the courses that are offered? How do the courses, as described, meet the mission statements? What other courses might meet those goals better or more practically?

Readings:

• Mary Needham, "This New Breed of College Students" (hdt)
• Mary Kay Morrison, "'The Old Lady in the Student Lounge'" (hdt)
• Kathleen R. Cheney, "Community College English" (hdt)

What Happens in "English departments" in the Two-Year College?

Discussion:

Reading:

• Mark Reynolds, Ed. The Profession of English in the Two-Year College

Due: Reading Response #1 on the course Blog

Teaching Demo: Will Banks on "Those Winter Sundays" (Literature, Creative Writing)

Teaching Writing & Rhetoric: Remediation and Beyond

Reading:

• Howard Tinberg, Border Talk

Due: Teaching Statement, Draft 1

Teaching Creative Writing

Reading:

• Joseph Moxley, "Tearing Down the Walls: Engaging the Imagination"
• Donald Murray, "Unlearning to Write"
• David St. John, "Teaching Poetry Writing Workshops for Undergraduates"
• Mimi Schwartz, "Wearing the Shoe on the Other Foot"
• Muriel Harris, "The Overgraded Paper: Another Case of More Is Less"
• David England, "Objectives for Our Own Composing Processes"
• Wayne Booth, "Boring from Within: The Art of the Freshman Essay"
• Jenn Fishman, et al., "Performing Writing, Performing Literacy" (must log on to drupal to access article)

Discussion: "Creative" Writing, Composition, and Fit at the Two-Year School

• The "creative writing" teachers we read for this week do not teach at two-year school and often see themselves working with junior and senior undergraduates at four-year schools. How might their ideas work in two-year environments? How might they (need to) be adjusted?
• What role can these "creative activities" the writers discuss play in a composition course? A literature course? Where does the expository teacher find balance between the demands of teaching exposition and the inclination to infuse "creative writing" in the expository class?
• We did not read "research" or "scholarship" this week in our pieces on creative writing, at least not as we tend to understand these terms or types of writing. What do we do with these "confessional" stories of teaching creative writing? How do we use them? What value do they have to us? What research might we do to find out if any of these authors' ideas are more than ideosyncratic?

Due:

• Syllabus #1 Draft
• Reading Response #2

Teaching Demo:

• Joanne

Teaching Literature

Reading:

• Kathleen Yancey, Teaching Literature as Reflective Practice
• Wayne Booth, "The Ethics of Teaching Literature" (Drupal pdf)

Due: Reading Response #3

Teaching Demo:

• Robley

Teaching Grammar(s)

Reading:

• June Jordan, "'Nobody Mean More to Me Than You'" (hdt)
• "Embracing Ebonics and Teaching Standard English" (hdt)
• Terry Meier, "Teaching Teachers about Black Communication" (hdt)
• Edgar Schuster, "Usage: Rules That Do Not Rule" and "Writing: Liberating the Student Writer" (hdt)
• Constance Weaver, "Teaching Grammar in the Context of Writing"
• Patricia Dunn & Ken Lindblom, "Why Revitalize Grammar?" (Drupal pdf)

Due: Teaching Statement, Draft 2

Teaching Demo:

• Jeanette

Professing Multiculturalisms

Reading:

• Kathleen Mayberry, Ed. Teaching What You're Not

Due:

• Syllabus #2 Draft
• Reading Response #4

Teaching Demo:

• Mimi

Rethinking Writing Instruction

Reading:

• Patricia Dunn's Talking, Sketching, Moving

Due: Syllabus #1 & Schedule

Teaching Demo:

• Ashley

!!!Spring Break!!!

NO CLASS - Professor Sick

Due:

• "Issues" Project
• Reading Response #5

Teaching Demonstrations

• Amanda
• Beth

Discussion: "Issues" Projects

Due:

• Syllabus #2 & Schedule

Teaching Demo:

• Amanda
• Beth

Critical Pedagogy in the Two-Year College

Reading Selections from Darner et al Critical Pedagogies Reader:

• "Critical Pedagogy: An Introduction" (p 1)
• Part I
  • "Introduction" (24)
  • "Critical Theory and Educational Practice" (27)
  • "In Search of Critical Pedagogy" (97)
• Part II
  • "Introduction" (116)
  • "Education Incorporated?" (119)
  • "Confronting Class in the Classroom" (142)
• Part III
  • "Introduction" (188)
  • "Reclaiming the Borderlands" (191)
  • "Reflections on Race and Sex" (238)

Due:

• Reading Response #6

Critical Pedagogy in the Two-Year College

Reading Selections from Darder et al Critical Pedagogies Reader:

• Part IV
  • "Introduction" (266)
  • "Sexuality, Schooling, and Adolescent Females " (296)
  • "What We Can Do for You " (331)
• Part V
  • "Introduction" (352)
  • "Language Diversity and Learning " (388)
• Part VI
  • "Introduction" (406)
  • "Borderness and Pedagogy " (430)
  • "Is the New Technology " (440)
• Part VII
  • "Introduction" (462)
  • "Knowing Ourselves " (462)
  • "Teaching as an Act of Love" (497)

**Read all the "Introductions" and then choose five of the remaining seven essays. Be prepared to begin class by answering the following question regarding all the readings from The Critical Pedagogies Reader: How do teachers and students find agency in "critical pedagogy"? How do we do anything if the world is as socially constructed and overdetermined as these readings argue?

???Final Exam???