ENGLISH 320: STUDIES IN COMPOSITION & RHETORIC
Laura Brady/Fall 1999
E-mail: firstname.lastname@example.org Ph:
Office: 433 Stansbury
Hours: Immediately before and after class
DESCRIPTION. This course will focus on the links between ongoing
composition research and theory and the practice of writing instruction.
To this end, we will read a number of texts that provide a historical perspective
on the field of Composition Studies, followed by several other books and
articles that consider contemporary theoretical and research perspectives.
The course should allow you to situate your own practices within the context
of current discussions and debates within the field, but please keep in
mind that the course will focus on introducing you to the field
of Composition Studies; it is not primarily an introduction to instruction
LEARNING ENVIRONMENT. WVU is committed to social justice. I
support that commitment and will work to create a positive learning environment
based on open communication and mutual respect. I welcome suggestions to
foster such an environment.
POLICIES AND GENERAL EXPECTATIONS.
I expect your preparation, presence, and active participation in class.
I do not accept late work and I do not give incompletes. If you
hit snags, let me know immediately (not at the deadline if you can help
it). I am always available via e-mail, and I hope you will also phone and/or
stop by during office hours; you also have my home phone number, which
I hope you'll use (but before 10 p.m. please). I am always willing to respond
to a draft of your written work if you get it to me at least three days
in advance of the due date.
REQUIRED TEXTS (Available at the WVU Bookstore.) Reading assignments
will average about 200 pages per week.
Russell, David. Writing in the Academic Disciplines, 1870-1990: A Curricular
History. Carbondale : SIUP, 1991.
Harris, Joseph. A Teaching Subject: Composition Since 1966. Prentice-Hall,
Cooper, Charles and Lee Odell, eds. Evaluating Writing: The Role of
Teachers' Knowledge about Text, Learning, and Culture. Urbana, IL:
Sullivan, Patricia and James E. Porter. Opening Spaces : Writing Technologies
and Critical Research Practices. London: Ablex, 1997.
Berlin, James. Rhetoric, Poetics, and Cultures: Refiguring College English
Studies. Urbana: NCTE, 1996.
Olson and Taylor, eds. Publishing in Rhetoric and Composition. New
York: SUNY, 1997
COURSE WORK AND GRADING OVERVIEW: You will, by the end of the
course, have completed about 50+ pages of writing. About half of this writing
will be informal (the presentation handout and the short responses) and
should provide the basis for the other half of the writing. The writing,
in other words, will be paced evenly throughout the course and will incorporate
assignments that serve as drafts for some of the longer projects. I've
built time into the syllabus for you to get feedback on your writing. In
general, plan on writing something every week-especially during the second
half of the semester. Here is an overview of the assignments, followed
by brief descriptions.
Informal presentation (2 page handout; 5%)
6 short responses to texts on the reading list (3+ pages @ 5%each; 30%
Review of current theory/annotated bibliography (10+ pages; 30%)
Paper (10-12 pages; 35%)
DEADLINES AT A GLANCE:
Week 3: Short response #1
Week 5: Short response #2
Week 7: Short response #3
Week 9: Short response #4
Week 10: Rough Draft of Annotated Bibliography
Week 11: Short response #5 due
Week 12: Final Annotated Bibliography
Week 13: Short response #6 due
Week 15: Rough Draft of Final Paper
Week 17: (Finals Week) Final Paper
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