June 13, 2012
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Courses and Syllabi
Dr. Laura L. Runge
Office: CPR 360 D
LAE 6389 Practice Teaching Literature
Room: CPR 257
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.
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
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.
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.
Notes for each class will be updated throughout the term
May 15 Class 1: Introductions -- Choosing Texts
May 17 Class 2: Getting Started
General Education Overview
Introduce Syllabus assignment; review parts of a syllabus
Introduction to Literature, Poetry, Fiction, Drama, and Short-story
Lydia Warren, from W. W. Norton (lunch provided)
May 22 Class 3: Organizing the course
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 24 Class 4: Teaching Methods
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
Blau, chapters 1-5
May 29 Class 5: Teaching Methods, cont.
Conduct literature workshops
Assignment: review descriptions, objectives too
Post #2 Group A / Response Group B
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
May 31 Class 6: Writing Assignments
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
Blau, chapters 6-10;
June 5 Class 7: Evaluation and Assessment
Student Presentation: Teaching Resource: Curtis
Student Presentation: Syllabus Check: Jose and Wes
Assignment: Obtaining a Student Paper
Post #3 Group A / Response Group B
Discuss Gen Ed assessment requirements with Dr. Gould
June 7 Class 8: Assessment
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
Review readings/website on assessment; Begin reading Parker Palmer, The Courage to Teach
June 12 Class 9: Contemplative Pedagogy
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
Parker Palmer, Courage to Teach
June 14 Class 10: Problems and Pitfalls
In class- video / discussion
Student Presentation: Teaching Resource: Rondrea
Student Presentation: Syllabus Check:Meghan and Tony
Post #4 Group B / Response Group A
Showalter, chaps. 9-10
June 19 Class 11: Practice Teaching
McKeachie, chaps. 11-13
Student Presentation: Teaching Resource: Dana
Student Presentation: Syllabus Check: Tangela and Katie
Post #5 Group A/ Response Group B
Allison Wise, Allison Gibbes, Cassie, Katie, Wes, Tony and Angela
In class exercises
June 21 Class 12: Teaching Philosophy
Post #5 Group B / Response Group A
Showalter, ch 8
Deadline for posting portfolio -- Tuesday June 26
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
** 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.
Description of graded assignments
Attendance and Participation
Students are expected to be present for the entire class, every class and to participate in group activities,
homework assignments, discussion and evaluation of peers. We will be exploring a variety of teaching and learning techniques, including
contemplative pedagogy, and it is important that all students enter into this with open minds and a willingness to try.
Success in the class is dependent upon this. If
students anticipate missing a class, they should prepare and submit work in advance of the class.
Diligence in the remaining classes may offset the failure in attendance.
Weekly Writings - Class Discussion Board
All members are required to participate in the electronic discussion board maintained through Blackboard. Writing assignments will vary from week to week, depending on the topic and activity for each class. In general, each student will be expected to write a 200-300 word, original document in response to the readings or topics for the week. These are due to be posted by the day before class, either Monday or Wednesday by noon. Students are expected to engage in a class conversation rather than to submit isolated essays; therefore it is also expected that students read each of the posts before class. This forum is also open for other relevant discussions.
Because we will be meeting two times per week for six weeks, I will separate the class into two groups. Group A will post for Thursday's class; Group B will post for Tuesday's class. To encourage the online discussion, I will require the opposite group to write a brief response to at least one of the posts for the class. For example, when B posts, A responds. Read the posts of your classmates before composing your post (obviously, not everyone will be able to do this in entirety.) Contribute something original to the discussion, even if it is only a relevant question. As you will discover, I believe the key to learning is asking the right questions.
Posts are graded on a scale of 1 to 3 for effort, not rightness or wrongness. I will assign 2 points for the posting and 1 for the responding each week. If I do not respond to your post, then you can assume it received full credit. Please devote some thought to these posts, because they will constitute a large part of our discussion material.
** In case of server malfunction, bring a hardcopy of your post to my office by noon before class.
Each student will be responsible for constructing a workable syllabus as part of the online portfolio. Because the syllabus is the backbone of a course, it is the most significant element in the course portfolio. Each student will be allowed the opportunity to present the syllabus-in-progress to get feedback on its development and to solicit ideas for improvement.
These will be scheduled two per class starting May 24. The presentation need not be formal, but you should outline what you have accomplished and be prepared with specific questions for the class. Due to the number of presentations, these must be strictly limited to 15 minutes; so please practice and time your presentation.
Your syllabus should contain the following minimum elements:
Course information, title and description
Instructor contact information
Required and recommended texts and materials
Schedule of readings and assignments
Description of course assignments and grading weight
Presentation on Teaching Resource:
Half of the class will make a presentation on a teaching resource to be selected through the bibliographies in Blau, Showalter, Scholes, Palmer, Nathan, or through your other course reading. I highly recommend that you explore the journal Pedagogy which is available online through Project Muse. Please review the Annotated Bibliography from LAE 6389 before making a selection. We will be continuing to build this resource during our course. Subjects for review can be in the form of an article, book, website, DVD or CD or video (or other). The student will be responsible for providing access to the material in some form so that other members of the class can participate in the evaluation. In other words, provide copies of an article (online or on paper), bring in the book to share, have the CD to play in class, etc.
In the interest of coherence, the resource should reflect in some way the concerns of the topic for that particular day, but this is not restrictive. In general choose a resource that you are genuinely curious about and believe will be helpful. Try not to repeat a resource that has already been reviewed in the bibliography.
Your presentation can be informal, but provide some basis of evaluation for class members to discuss. Due to the number of presentations in the class, these must be strictly limited to 15 minutes (10 minutes presentation, 5 Q&A); so please practice and time your presentation.
Please provide answers to the following questions:
Students will be responsible for signing-up for review presentations;they will begin May 29. The student should prepare an evaluative statement based on the above information to be included in the online annotated bibliography.
What is the resource? Title, author(s), format, publication information including date, price, availability, etc.
What is it about? (Summary of contents.)
How is it organized?
How is it helpful?
What is the audience?
In what situations could it be used?
What are its strengths/weaknesses?
How would you rate it?
As a class, we will be continuing the online annotated bibliography begun by the LAE 6389 class of S04. Please see Annotated Bibliography from LAE 6389 2004 - 2009. After each presentation, students will be asked to submit a formal entry into the annotated bibliography that we will construct as an ongoing project during the class. Final date for last entries will be the Tuesday following the last class.
Entries should follow standard MLA formatting. The annotation should be written in clear, full sentences. These annotations can be as long as the resource merits.
Please submit as Microsoft Word Files or RTF so that I can format it easily.
Half the class will complete an in-class teaching assignment. Students can work alone or in pairs to prepare an in-class activity to teach a literary subject. Each person will have 15 minutes (so if you work in pairs you will have 30 minutes for the assignment). The purpose of this activity is to practice an idea that you would like to try out in the literature classroom using your classmates as guinea pigs. We will reserve the second to last class for these presentations. Each presentation should introduce the literary subject and learning objective. If you want to work with a literary text, you may assign this as reading homework beforehand. Students will be responsible for planning the activity, identifying a pedagogical objective, explaining and executing the activity. Your classmates will take five minutes to fill out an evaluation for you, and given time we will discuss how the activities fared at the end of the class.
Throughout the semester, students will be asked to draft different materials as homework for planning and teaching a course, and these will be submitted for peer review in class. After review, students are expected to revise and submit the materials in their portfolios. This online portfolio will demonstrate the progress the student makes in preparing to teach literature, and it will also serve as a resource for the student as he or she begins to teach his or her own literature classes. Minimum contents of the portfolio are:
Syllabus (see description above)
Description of organization, theme
Statement of teaching methodology (including use of innovative technologies)
Grading policies-methods; assessment rubric
This syllabus is subject to change.
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