Husl 7334: Rhetoric Pedagogy Practicum Fall 2006, Section 501



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HUSL 7334: Rhetoric Pedagogy Practicum

Fall 2006, Section 501 (MW, 5:30 – 6:45 p.m.)
Dr. Gooch

Office Number: J0 4.128

Office Hours: MW, 1 – 4 p.m. and by appointment

Office Phone: (972) 883 - 2038

E-mail: john.gooch@utdallas.edu


Course Description

HUSL 7334: Rhetoric Pedagogy Practicum is required for teaching assistants who teach RHET 1302 at UTD and recommended for those are interested in teaching the course either at UTD or comparable courses at other universities. This term, we will address several concerns directly related to the practice of teaching as well as study the, often times competing, philosophies and theories that inform, govern, and direct composition and rhetoric pedagogy. By the end of the semester, students should be able to apply these philosophies and theories to their own teaching practices as well as articulate their own teaching philosophy.


Objectives

Upon successful completion of HUSL 7334, students should be able to:




  • Understand praxis (space where theory meets practice) as a goal of teaching rhetoric

  • Comprehend effectively a number of theories that inform rhetoric (and composition) instruction

  • Apply knowledge gained from readings and class discussions to classroom teaching

  • Analyze and synthesize readings from major theorists in an effort to develop and/or revise their own teaching philosophy

  • Evaluate critically their own classroom practices and approach to teaching rhetoric



Required Textbooks

Corbett, Edward P.J., Myers, Nancy, and Tate, Gary. (Eds.). The Writing Teacher’s Sourcebook. Fifth Edition. New York: Oxford University Press, 2000.


Lindemann, Erika. A Rhetoric for Writing Teachers. Fourth Edition. New York: Oxford University Press, 2001.
Tate, Gary, Rupiper, Amy, and Schick, Kurt. (Eds.). A Guide to Composition Pedagogies. New York: Oxford University Press, 2001.
E-Reserve Readings

http://utdallas.docutek.com/eres/coursepage.aspx?cid=116

Password is rhetped.


Bruffee, Kenneth A. “Collaborative Learning and the ‘Conversation of Mankind.’” The New St. Martin’s Guide to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 482-500.
Connors, Robert and Cheryl Glenn. “Chapter 6: Responding to and Evaluating Student Essays.” The New St. Martin’s Guide to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 97-120 (110-115).
Connors, Robert and Cheryl Glenn. “Chapter 7: Teaching Composing Processes.” The New St. Martin’s Guide to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 123-159.
Faigley, Lester. “Introduction.” Fragments of Rationality: Postmodernity and the Subject of Composition. Pittsburgh: University of Pittsburgh Press, 1992. 3-24.
Flower, Linda. “Writer-Based Prose: A Cognitive Basis for Problems in Writing.” The New St. Martin’s Guide to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 309-331.
Freire, Paulo. “Chapter 2.” Pedagogy of the Oppressed. Trans. by Myra Bergman Ramos. New York: The Seabury Press, 1974. 57-74.
Giroux, Henry. “Critical Theory and Rationality in Citizenship Education.” Curriculum Inquiry, Vol. 10, No. 4 (Winter, 1980), pp. 329-366.
Giroux, Henry. “Liberal Arts, Public Philosophy, and the Politics of Civic Courage.” Curriculum Inquiry, Vol. 10, No. 4 (Autumn, 1987), pp. 331-335.
Jarratt, Susan C. “Introduction: Redefining Classical Rhetoric.” Rereading the Sophists: Classical Rhetoric Refigured. Carbondale, Illinois: Southern Illinois University Press, 1991. xv-xxiv.
Jarratt, Susan C. “The First Sophists: History and Historiography.” Rereading the Sophists: Classical Rhetoric Refigured. Carbondale, Illinois: Southern Illinois University Press, 1991. 1-29.
Jarratt, Susan C. “Sophistic Pedagogy: Then and Now.” Rereading the Sophists: Classical Rhetoric Refigured. Carbondale, Illinois: Southern Illinois University Press, 1991. 81-117.
Mancall, James N. “Up and Down Staircase: Literature Ph.D.s Working in the Divide.” Teaching Composition/Teaching Literature: Crossing Great Divides. Michelle M. Tokarczyk and Irene Papoulis (Eds.). New York: Peter Lang, 2003. 79-88.
Pezzulich, Evelyn. “Shifting Paradigms: The Reemergence of Literary Texts in Composition Classrooms.” Teaching Composition/Teaching Literature: Crossing Great Divides. Michelle M. Tokarczyk and Irene Papoulis (Eds.). New York: Peter Lang, 2003. 26-40.
Sommers, Nancy. “Responding to Student Writing.” The New St. Martin’s Guide to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 339-347.
Tokarczyk, Michell M. and Irene Papoulis. “Introduction.” Teaching Composition/Teaching Literature: Crossing Great Divides. Michelle M. Tokarczyk and Irene Papoulis (Eds.). New York: Peter Lang, 2003. 1-10.

Assignments

Assignment

Percentage

Due Date

Classroom Observation Report (5-7 pages)

15%

Sept 15

Critical Essay (10 pages)

25%

Oct 6

Statement of Teaching Philosophy (3-5 pages)

10%

Oct 27

Annotated Syllabus (15-20 pages – prox)

30%

Nov 27

Article Presentations (2 total)

10%

TBD

Online Responses (1 per week)

5%

TBD

Attendance and Participation

5%

NA

HUSL 7334 Schedule, FALL 2006**


Aug 21

Introduction to the Course

Aug 23

Teaching Writing Courses

Lindemann, Chapters 1-2; Shaughnessy, page 94 (WTS); Mutnick, page 183 (Guide)



Aug 28

The Composing Process

Lindemann, Chapters 3, 7, 12; Connors and Glenn, Chapter 7, “The Composing Process” (e-reserve)



Aug 30

Composing and Revising

*Elbow, page 54 (WTS); *Sommers, page 279 (WTS); *Reither, page 286 (WTS);


*Tobin, page 1 (Guide)

Sept 4

Labor Day Holiday

No Class


Sept 6

Teaching Audience

*Park, page 310 (WTS); *Ede and Lunsford, page 320 (WTS); *Elbow, page 335 (WTS)



Sept 11

Teaching Style

Lindemann, Chapter 5, 10-11; *Lu, page 152 (WTS); *Connors, page 353 (WTS)



Sept 13

Teaching Style

*Weathers, page 368 (WTS); *Rankin, page 374 (WTS); *Ohmann, page 384 (WTS)



Sept 18

Designing the Writing Course, the Teacher’s Role

Lindemann, Chapter 15; *Tobin, page 72 (WTS)



Sept 20

Assignments

Lindemann, Chapter 13; *Rose, page 193 (WTS); *Peck, page 212 (WTS); *Larson, page 216 (WTS); *Fahnestock and Secor, page 222 (WTS)



Sept 25

Responding and Commenting

Lindemann, Chapter 14; Connors and Glenn, Chapter 6, pages 110-115 (e-reserve); *Sommers, “Responding to Student Writing” (e-reserve)



Sept 27

Responding and Commenting

*Horvath, page 243 (WTS); *Bartholomae, page 258 (WTS); *Farber, page 273 (WTS)



Oct 2

Rhetorical Pedagogy

Lindemann, Chapters 4, 8-9; *Covino, page 36 (Guide); *Fulkerson, page 3 (WTS)



Oct 4

Rhetorical Pedagogy

*Berlin, page 9 (WTS); *Corbett, page 26 (WTS); Jarratt, “Introduction” (e-reserve); *“The First Sophists…” (e-reserve); *“Sophistic Pedagogy…” (e-reserve)



Oct 9

Collaborative Learning/Collaborative Approaches

*Roskelly, page 123 (WTS); *Bleich, page 294 (WTS); *Howard, page 54 (Guide)



Oct 11

Collaborative Learning/Collaborative Approaches

Bruffee, “Conversations of Mankind” (e-reserve)



Oct 16

Technology and Teaching Writing

Lindemann, Chapter 16; *Moran, page 203 (Guide); *Hawisher and Selfe, page 129 (WTS)



Oct 18

Cultural Studies, Postmodernism

*George and Trimbur, page 71 (Guide); *Salvatori, page 163 (WTS); Faigley, “Intro” from Fragments of Rationality (e-reserve)



Oct 23

Literature and Composition

Tokarczyk and Papoulis, “Intro” to Teaching Comp/Teaching Lit (e-reserve)

*Pezzulich, “Shifting Paradigms” (e-reserve)


Oct 25

Literature and Composition

*Mancall, “Up and Down Staircase” (e-reserve); *Tate, page 175 (WTS)



Oct 30

Critical and Liberatory Pedagogy

*George, page 92 (Guide); Freire, “Ch. 2” from Pedagogy of the Oppressed (e-reserve)



Nov 1

Critical and Liberatory Pedagogy

*Giroux, “Critical Theory…” (e-reserve); “Liberal Arts…” (e-reserve)



Nov 6

Students as Citizens

*Julier, page 132 (Guide); *Matalene, page 180 (WTS)



Nov 8

Writing Center Pedagogy

*Hobson, page 165 (Guide); *Harris, page 139 (WTS)



Nov 13

Feminist Pedagogy

*Jarratt, page 113 (Guide); *Lamb, page 231 (WTS)



Nov 15

Cognitive Approach to Teaching Writing

Lindemann, Chapter 6; Flower, “Writer-Based Prose…” (e-reserve)



Nov 20

Expressivist Pedagogy

*Burnham, page 19 (Guide); *Morgan, page 87 (WTS)



Nov 22

Class Canceled

Nov 27

Presentations of Syllabi

Writing Across the Curriculum

*McCleod, page 149 (Guide)



*Articles for presentations.

WTS = The Writing Teacher’s Sourcebook

**The schedule is subject to change.

Guide = A Guide to Composition Pedagogies


Policies

General Policies and Course Expectations

  • At minimum, students must submit all major assignments (not including homework/class work) to earn an A or B in the course. Students who fail to submit all major assignments will receive a grade no higher than “C,” regardless of his or her performance on other assignments.

  • Cell phones and digital pagers must be powered off during formal class hours.

  • Modern Language Association (most recent edition) style guide is required for source citation and bibliographic, or “works cited,” listings.

  • Students will attend class prepared by completing the reading and participating actively in discussions.

  • Students will complete assignments thoughtfully and on time.

Attendance

Successful completion of HUSL 7334: Rhetoric Pedagogy Practicum depends upon your regular attendance. If you cannot commit to attending class regularly, then you should drop the class and reenroll whenever the class is offered again. More than two (2) absences will negatively affect your grade, and you should notify me beforehand if you need to miss class.


Field Trip Policies

Off-campus Instruction and Course Activities


Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course.

Student Conduct & Discipline
The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year.
The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).
A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.
Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.
Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.



Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures.
In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations.
Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.
Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.
The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22

PO Box 830688

Richardson, Texas 75083-0688

(972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance.
It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours.
Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.


Assignment Descriptions
NOTE: Please upload all major assignments to WebCT no later than 11:55 p.m. on the due date specified for each assignment. Assignments received after 12:00 a.m. (midnight) will be considered late.
Classroom Observation Report

Due: September 15, 2006

Length: Approximately 5 to 7 pages, double-spaced, 11 or 12 point font
You will observe another experienced RHET 1302 teacher’s class and write a short report. The report should offer both summary and analysis, explaining the observations and also your reaction to what you observed in the classroom. It should also identify the objectives for that particular class as well as his or her methods. The closing paragraphs of the report should present a critical, informed, and neutral evaluation of that class (not the teacher). You should speak to positive aspects as well as to possible needs for improvement.
I will provide you with a list of persons currently teaching 1302 and their e-mail addresses so that you may contact one of these teachers to arrange a suitable day and time for observation. You should complete your observations no later than the first week of September, but no one should attempt to schedule and/or make classroom visits during the first week of classes. You may begin visiting classes after Thursday, August 24th.

Critical Essay

Due: October 6, 2006

Length: 10 pages, double-spaced, 11 or 12 point font
You will submit one critical essay related to course content. The essay should demonstrate your ability to synthesize sources in an effort to make an argument. The paper might make an argument for an emphasis on literary works in teaching rhetoric and composition. You could also offer a critical analysis of an author’s work or works (e.g., Freire, Giroux, Faigley). You choose the topic of the paper. Creativity and originality will be rewarded. Rhetoric Pedagogy Practicum is a 7000-level course, so you should not fear taking some risks. Make strong claims and assertions; support these assertions with good evidence and reasoning.

Statement of Teaching Philosophy

Due: October 27, 2006

Length: 3 to 5 pages, double-spaced, 11 or 12 point font
You will prepare a statement of your teaching philosophy as informed by existing scholarship in composition and rhetoric. As new teachers of rhetoric, it is important that your philosophy is “grounded” in the literature from the discipline. You might also position yourself as a “feminist” pedagogue or embrace a “cultural studies/critical inquiry” approach to teaching, but I do not mean to suggest that you must totally agree with one particular philosophy or any current thinking about composition/rhetoric pedagogy. If you find yourself departing from “conventional” or established (whatever that may be) thinking about composition/rhetoric pedagogy, then you can most certainly articulate that departure in your philosophy. Rationales are important; explain to me why you believe what you believe and why you do what you do. Support those explanations with good reasoning and justifications.
Your statement of teaching philosophy should also very clearly explain how your philosophy informs your classroom practices. As rhetoric teachers, we are always attempting to achieve praxis; in other words, we are always attempting to bridge the distance between theory and practice. Tell me what you believe, why you believe it, and how you teach based on your philosophy.

Annotated Syllabus

Due: November 27, 2006

Length: Approximately 15 to 20 pages, 11 or 12 point font
The Annotated Syllabus represents the culminating assignment in HUSL 7334. You will design your ideal rhetoric and writing course, and the syllabus should reflect that course’s goals/objectives, activities, assignments, and readings. For each activity, policy, and content item, you will offer explanations of rationale and motivation for including this content. The syllabus should include the following:


  • Your guiding philosophy for the course (Does your course reflect a particular pedagogical approach? What is your rationale for this approach?)

  • Course description

  • Course objectives (three, at the very minimum)

  • Your contact information (telephone number, e-mail address, office hours)

  • Course title (title might reflect a thematic approach)

  • Policies (e.g., attendance, consequences for late work and excessive absences)

  • Assignments and detailed assignment descriptions with objectives

  • Schedule (based on Spring 2007 schedule)

  • Textbooks and materials (why you chose these textbooks and materials).

  • Grading methodology (e.g., grading scale, portfolio, holistic evaluation)

  • Criteria for evaluation

The syllabus should include clear, detailed descriptions and strong rationales. As with other assignments, the annotated syllabus represents an opportunity to not only show what you have learned from this course but also to exercise your creativity.



Article Presentations

Due: TBD


Length: Approximately 15 to 20 minutes
You will choose two (2) articles or chapters from the course readings this term and give two (2) presentations during the course of this term. First, you will identify the author and begin with a brief overview of the article’s content. What is the author’s purpose and/or agenda? What is he or she trying to accomplish? What major sources does he or she reference? What is the author’s thesis and what is he or she attempting to prove? Then, the presenter will highlight the author’s major arguments and premises. He or she may point the rest of the class to specific passages that highlight important themes. Finally, the presenter will offer a brief evaluation and assessment. Did the author prove his or point? Was the argument valid or viable? What should we learn from this author’s work? (You will select works that appear on the schedule with an asterisk.)

Online Responses

Due: TBD


Length: Varies
You will post at least one (1) response per week reacting to class discussions and readings. The only requirement for these posts is that you must offer a critical and thoughtful response to course content. Otherwise, you may feel free to comment and critique how ever you deem appropriate and beneficial, and ideally, the posts will inspire and encourage an on-line, asynchronous dialogue outside of the physical classroom environment. Please post responses to WebCT. I will create discussion forums for this purpose.




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