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June 13, 2012


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Dr. Laura L. Runge
Office: CPR 360 D
Phone: 813-974-9496


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LAE 6389 Practice Teaching Literature


Summer 2012
Time: Tue/Thurs
12:30-4:00 pm
Room: CPR 257


  • Assignments
  • Related Sites
  • Teaching IDEAS from 2004
  • Annotated Bibliography from LAE 6389 2004,2006, 2007, 2008, 2009


      Course Description

      This course is designed to introduce students to practical and theoretical concerns in teaching literature. We will learn to construct a syllabus, set teaching objectives, organize a course; we will review theories on teaching methods (focusing on literature workshop), evaluation and assessment, as well as ways to handle problems and pitfalls. This course prepares students to teach in the General Education Curriculum, and it will also address particular issues associated with teaching introduction to literature, poetry, fiction, drama, and short story. The discussions will be based upon related reading assignments, practical activities, student reports and weekly writings. The class will involve some practice teaching. Students will be responsible for several presentations throughout the term and the students will be expected to turn in a on-line portfolio through Blackboard. This is intended for PhD students in the Department of English; other students interested should check with the instructor before enrolling.


    Required Materials

    a teaching journal

    Sheridan D. Blau, The Literature Workshop: Teaching Texts and their Readers (Heinneman, 2003)

    Parker Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (Jossey-Bass, 2007)

    Rebekah Nathan, My Freshman Year: What a Professor Learned by Becoming a Student (Cornell, 2005)

    Robert Scholes, The Crafty Reader (Yale UP 2001) [Note: this is not available at the bookstore. There are many used hardcovers available on Amazon.com and there are a couple of electronic versions.]

    Elaine Showalter, Teaching Literature (Blackwell, 2003)

    Selected readings from the teaching journals such as Pedagogy, available through Project Muse or course documents

    Recommended:

    Wilbert J. McKeachie and Marilla Svinicki, Teaching Tips: Strategies, Research, and Theory for College and University Teachers 13th edition (Houghton Mifflin, 2010)

    NB: if you can purchase or acquire these texts by less expensive means, please do so. Many used copies are sold via the internet; there are also some e-book versions available. You can also check these out of the library.

    Electronic Media

    For a general introduction to electronic formats for teaching/learning, see USF Academic Computing Home Page.

    Electronic Discussion We will be using the USF Blackboard system and the discussion board I have created for this class. You can gain access to it through My USF. You are automatically registered by virtue of being registered for this course.

    My website: information on class, assignments and links to other important sites on literature, etc.

    Other important websites are listed following the assignments.


    Schedule

    Notes for each class will be updated throughout the term

    May 15 Class 1: Introductions -- Choosing Texts

      Sample Anthologies
      In-class reading
      General Education Overview
      Introduce Syllabus assignment; review parts of a syllabus
      Introduction to Literature, Poetry, Fiction, Drama, and Short-story

    May 17 Class 2: Getting Started

      Lydia Warren, from W. W. Norton (lunch provided)
      Exchange anthologies
      Rebekah Nathan, My Freshman Year
      Marshall Gregory, "Do We Teach Disciplines or Do We Teach Students? What Difference Does It Make?" in Profession 2008: 117-129.
      Assignment: Practical on Editions
      sign up for Syllabus, Teaching Resource and In-class exercise presentations -- on WIKI
      Post #1 Group A / Response Group B

    May 22 Class 3: Organizing the course

      Nicole McHam, from Pearson (lunch provided)
      Guest Panel: What I Wanted to Know Before I Started Teaching Poetry (or Fiction, Drama...)
      Showalter, chapter 1-2, 4-7
      Discuss Reading schedules, objectives
      Reading from Instructor's Guide to NAEL and NALW in course docs
      Assignment: draft course description, objectives
      Post #1 Group B / Response Group A

    May 24 Class 4: Teaching Methods

      Blau, chapters 1-5
      Conduct literature workshops
      Assignment: review descriptions, objectives too
      Post #2 Group A / Response Group B

    May 29 Class 5: Teaching Methods, cont.

      Scholes, Introduction, Reading Poetry, Sacred Reading and Conclusion (pp. xi-75, 212-243) and a chapter of your choice on a genre that interests you
      Showalter, chapter 3
      Recommended: McKeachie, chapters 4,5, and 6, in course docs
      Discuss Active Learning strategies
      Student Presentations: Teaching Resource: Dori
      Student Presentations: Syllabus Check: Allison Gibbes
      Assignment: sample assignment
      Post #2 Group B / Response Group A

    May 31 Class 6: Writing Assignments

      Blau, chapters 6-10;
      Workshop
      MIDTERM EVALS
      Student Presentation: Teaching Resource: Curtis
      Student Presentation: Syllabus Check: Jose and Wes
      Assignment: Obtaining a Student Paper
      Post #3 Group A / Response Group B

    June 5 Class 7: Evaluation and Assessment
      Discuss Gen Ed assessment requirements with Dr. Gould
      McKeachie, chaps. 7-11
      Sherry Linkon, "The Reader's Apprentice" in course docs
      Chapters from The Happy Critic in course docs
      Discuss: Matching Learning objectives and outcomes. See FKL website.
      Student presentation: Teaching Resource: Jose
      Student Presentation: Syllabus Check: Allison and Dori
      Assignment: Group evaluation of purchased student paper
      Post #3 Group B / Response Group A

    June 7 Class 8: Assessment

      Review readings/website on assessment; Begin reading Parker Palmer, The Courage to Teach
      Peer Review rubrics - assessment
      Presentation on Academically Adrift by Paul Corrigan
      Student Presentation: Teaching Resource: Meghan
      Student Presentation: Syllabus Check: Rondrea and Angela
      Assignment: Make your own rubric for student essays
      Post #4 Group A / Response Group B

    June 12 Class 9: Contemplative Pedagogy
      Parker Palmer, Courage to Teach
      In class- video / discussion
      Student Presentation: Teaching Resource: Rondrea
      Student Presentation: Syllabus Check:Meghan and Tony
      Post #4 Group B / Response Group A

    June 14 Class 10: Problems and Pitfalls

      Showalter, chaps. 9-10
      McKeachie, chaps. 11-13
      Student Presentation: Teaching Resource: Dana
      Student Presentation: Syllabus Check: Tangela and Katie
      Post #5 Group A/ Response Group B

    June 19 Class 11: Practice Teaching

    Allison Wise, Allison Gibbes, Cassie, Katie, Wes, Tony and Angela

      In class exercises
      Post #5 Group B / Response Group A

    June 21 Class 12: Teaching Philosophy

      Showalter, ch 8
      Eble, chapter 16 The Craft of Teaching in course docs.
      Mary Rose O'Reilly, selections from Radical Presence in course docs.
      Student Presentation: Teaching Resource: Tangela
      Student Presentation: Syllabus Check: Dana and Cassie
      Assignment: Statement of Teaching Philosophy
      Post #6 Groups A and B

    Deadline for posting portfolio -- Tuesday June 26


    ** Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.

    ** In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It is the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.


    Graded Assignments

    Description of graded assignments


    Related Sites



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