Murray, Robin

English

The Keep

ENG 5502-001: Mentored Teaching

Eastern Illinois University

Eastern Illinois UniversityThe KeepSpring 2007 2007Spring 1-15-2007ENG 5502-001: Mentored TeachingRobin MurrayEastern Illinois UniversityFollow this and additional works at: http://thekeep.eiu.edu/english_syllabi_spring2007Part of the English Language and Literature CommonsThis Article is brought to you for free and open access by the 2007 at The Keep. It has been accepted for inclusion in Spring 2007 by an authorizedadministrator of The Keep. For more information, please contact tabruns@eiu.edu.Recommended CitationMurray, Robin, "ENG 5502-001: Mentored Teaching" (2007). Spring 2007. 134.http://thekeep.eiu.edu/english_syllabi_spring2007/134English 5502: Mentored Teaching Dr. Robin L. Murrav Office: CH 3351/314F Office Hours: M-R 11:30-1 and by appointment cfrlmgoodgirl@hotmail.com Course Description: Spring 2007, Monday from 3:00-5:30 Phone: 581-6985 or 345-7983 before 10 p.m. rlmurray@eiu.edu or This Course seeks to provide the theoretical and pragmatic grounding for effective teaching of freshman composition. Students will be inunersed in theories and practices of teaching of writing in order to-ult:imately--create their own "manual" for teaching English 1001 and 1002. Each student should leave the class with a clearer idea of her/his own theory of teaching composition and a plan for implementing it. Texts: Wilhoit, Stephen W. Teachi~g Assistant's Handbook: A Guide far Graduate Instmdors of Writing and Literature. New York: Longman, 2003. Bryond Words: Reading and Wnting in a Visual Age. New York: Longman, 2006. Objectives: • Review and hone your knowledge of composition theory • Construct your own theory of teaching composition • Apply your (and perhaps other) composition theory(ies) in a classroom • Prepare your own "manual" for teaching composition that builds on the elements and strategies addressed in class(es) and in readings • Define and analyze other instructors' theories of teaching composition Assignments: • Reading and Observation Responses These one-page, single-spaced (with Ml.A-style parenthetical citations, reading responses are perhaps the most important writing you will do in this class because they will help you to think through the readings, and they will form the basis for your contributions to discussions. Please include the following in each response: A title-this will signal to your readers that you have a clear focus. A clear reference to the title and author of the piece you're referring to. An epigraph, or a brief block quotation from the assigned reading or observation-to demonstrate close reading or observation and to bring readers into your response. A question, or a series of questions raised in the course of the reading. A response to the quotation and the questions it raises. Note: Please keep all responses with my instructor comments (and/ or peer feedback) in a folder I notebook. You will also be asked to lead the class discussion during one class, based on your (and your peers') reading responses. Grades will be assigned as follows: An A Response: Has an original title that signals that you have a clear focus. You begin with an epigraph-a key quotation from the reading); you offer both a personal and critical reading of the significance of the quotation you've selected. You avoid summary and say something insightful about the reading. Your writing has been "crafted"-that is, carefully constructed with clear, grammatically correct prose and no distracting typos. A B Response: May have many of the markers of the A response but the explanations for why you selected your quotation are less developed. You summarize at times instead of showing insight. There may be a few typos/grammatical errors. A C Response: Lacks focus, no or unconnected title, a number of writing errors (spelling, typos, and grammatical errors), little or no direct reference to our reading, not enough reflection/ questioning/ evidence to be considered a substantive response. • Proposal for Final Project TI1is should be a formal proposal in memo form (addressed to me) in which you propose your project's focus, the significance of your choice, and the means by which you will address your project's focus. Your proposal should be (again) at least a full page, single-spaced. • Final Project and Presentation The major written work for the course is a project to be submitted during the last week of classes. The project will serve as your "manual" for teaching English 1001/1002 or their Honors equivalents. A handout will be provided to clarify this project. You will present this project in one of two ways-either as a teaching demonstration in the class in which you are mentored (with my evaluation) or in our Seminar. The project includes a syllabus with calendar for your class and a rationale that delineates and supports your teaching philosophy. You will also include writing prompts and assessment tools-all the materials necessary for implementing your course in a theoretically sound manner. Grades: 50%---Regular Attendance, Reading and observation Responses, and Oass Participation (including mentored teaching) Note: You will be asked to respond in writing to your mentoring experience, as well as to assigned readings. 10%--Proposal for the Final Project 40%--Final Project Attendance: As graduate students, you are asked to arrive on time and fully prepared. I will only accept responses during the class in which they are due, so plan to be in class unless an emergency arises. We hope the class helps you become a better teacher. Students with Disabilities: If you have a documented disability and wish to receive academic accommodations, please contact the Coordinator of the Office of Disability Services (581-6583) as soon as possible. Plagiarism: The English Department states, "Any teacher who discovers an act of plagiarism --'The appropriation or imitation of the language, ideas, and/or thoughts of another author, and representation of them as one's original work' -- has the right and the responsibility to impose upon the guilty student an appropriate penalty, up to and including immediate assignment of a grade of "F" in the course." • Mentored Teaching Tentative Calendar, Subject to Change: Spring 2007 January 8 Introduction to the class and review of composition pedagogies. Discussion of duties to your mentors. Read Section I, Teaching in Progress and chapters 1 and 2 in the Teaching Assistant's Handbook for 1/23, and write a response to one section in which you begin to think through a role or theory broached there. 15: No Class Day-Martin Luther King Birthday 22 Response Due. I .Defining a Job, Defining a Role, 2. Getting Ready to Teach Before Classes Begin, For next week, read chapters 3-6 in Teaching Assistant's Handbook Write a Response and be prepared to discuss. 29 Response Due. 3. Teaching that First Class, 4. Designing Writing Assignments, 5. Responding to Student Writing, 6. Grading Student Writing. English 1000 instructors should have lots to say about actual teaching. We'll practice responding to student essays today and then talk about grading them today and next week. Read chapters 7, 8, 10 in Teaching Assistant's Handbook for 2/6 and Write a response. February 5 Response Due. 7/8/10 TAH (Presenting Material in Class, Technology, Teaching and Learning, and Holding Conferences with Students). Read chapters 9, 11-13 in Teaching Assistant's Handbook Write a Response. 12 Response Due. Discuss the rest ofTAH (Troubleshooting in the Classroom, Teaching Literature, Growing and Learning as a Teacher, Preparing for the Job Market). For next week, you will each read a chapter from Composition Pedagogies as a handout, write a response, and present your chapter to the class: process pedagogy, expressive pedagogy, rhetorical pedagogy, collaborative pedagogy, cultural studies, critical pedagogy, feminist pedagogy, community service pedagogy, writing across the curriculum, basic writing, and technology and the teaching of writing). 19 Response Due. Be prepared to present your chapter. For next time, we'll apply what we've learned by use of one of the composition textbooks, Beyond Words. Read chapters 1 and 2, Beyond Words, for next week (Reading Texts and Composing Texts) and write a response. 26 Response Due. Read and apply chapter 3, 4, OR 5. For this response, I want you to compose a sample writing prompt that applies the genre discussed in your chapter: expressing identities (self-expressive descriptions), describing landscapes and environments, OR writing to tell stories. March 5 Writing Prompt Due! For Friday, complete your proposal. For March 19, read and apply chapter 6, 7, OR 8. Again, I want you to compose a sample writing prompt for your response in relation to your chosen chapter: Writing to Inform and Explain, Writing to Analyze, and Writing to Advocate and Persuade. Proposal for Final Project Due by Friday before Spring Break (March 9). The project should include • an introduction to your composition theory, • and the elements necessary for effectively teaching a freshman composition course according to your theory (this will be in relation to Allyn and Bacon and (perhaps) Beyond Words. • How you will justify your choices in a rationale. Your proposal should address me in memo form with an opening that reads To: From: RE: Date: The body of the proposal should include a brief statement regarding each of the elements of your project-your theory, freshman comp class approach/syllabus, rationale. 12: Spring Break-No Class 19 Discuss and apply practical matters. Review The Teaching Assistant's Handbook for next class. At this point you should have the opportunity to "dive in" as a teacher in your mentored class-English 1000 instructors are on the move : ) Bring in questions for next time, with a response to one of them. Work on Project and teaching preparation. 26 Response due. Discuss Questions!!!! Using my NCTE homepage, choose articles that appeal to you for your project. Write a response. April 2 Response on your chosen article due. Please note that your last response will be a response to your mentored teaching experience, your observation response-due at end of semester. 9 Observation Evaluations (from me) 16 Observation Evaluations 23 Final Observation Response and Response to Experience Due! Come to Class for sharing. 26 Final Project due to me by 4:30. • 

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ENG 5502-001: Mentored Teaching

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