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Jun 10, 2015

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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 2015
Time: Tue/Thurs
12:30-4:00 pm
Room: CPR 257

  • Assignments
  • Related Sites
  • Teaching IDEAS from 2004
  • Annotated Bibliography from LAE 6389 2004-2012

      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 and practice teaching methods (focusing on literature workshop, the use of technology and Wikipedia editing). We will learn about good practices in 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 Canvas. This is intended for PhD students in the Department of English; other students interested should check with the instructor before enrolling.

    Required Materials

    Mary Rose O'Reilly, Radical Presence: Teaching as Contemplative Practice (Boyton Cook, 1998)

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

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

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

    Strongly Recommended:

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

    NB: The only reason I am not assigning this as required is because of the cost. 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 Canvas 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.

    Wikipedia in the classroom: Our course is registered with Wiki Education and you can find our course page here:

    Students should create a Wikipedia account (if they do not already have one) before class begins. Please also complete the online training for students:

    Students should bring laptops to class in order to complete the in-class activities.

    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 12 Class 1: Introductions -- Choosing Texts

    Students should register their Wikipedia accounts on the Wikpedia Course page (see above).

      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 14 Class 2: Getting Started

      Marshall Gregory, "Do We Teach Disciplines or Do We Teach Students? What Difference Does It Make?" in Profession 2008: 117-129. (course docs)

      Eble, chapter 16 The Craft of Teaching in course docs.
      Wadewitz and Stinson, "Crowdsourcing Historiography: The Shape of Historical Uncertainty and Multiplicity on Wikipedia" (course docs)
      Complete Wikipedia introduction
      Assignment: Practical on Editions
      sign up for Syllabus, Teaching with Technology presentations -- course google doc
      Post #1 Group A / Response Group B

    May 19 Class 3: Organizing the course

      McKeachie, chaps 1,2,3
      Reading from Instructor's Guide to NAEL and NALW in course docs
      Short pieces on leading discussion
      Guest Panel: What I Wanted to Know Before I Started Teaching Poetry (or Fiction, Drama...)
      Discuss Reading schedules, objectives
      Wikipedia assignments: select and copyedit/improve a sentence on one article; add an illustration
      Assignment: draft course description, objectives
      Post #1 Group B / Response Group A

    May 21 Class 4: Teaching Methods

      Blau, chapters 1-5
      Conduct literature workshops
      Assignment: Add 1-2 sentences with citation to an article on Wikipedia
      Post #2 Group A / Response Group B

    May 26 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
      Recommended: McKeachie, chapters 4,5,6 and 14, in course docs
      Discuss Active Learning strategies

      Assignment:Wikipedia - Research and list 3-5 articles you would consider working on as a main project
      Create a sample assignment for your course
      Post #2 Group B / Response Group A

    May 28 Class 6: Writing Assignments

      Wikipedia assignment: Select an article to work on, removing the rest from your user page. Add your article to the class’s course page
      Blau, chapters 6-10;
      Assignment: Obtaining a Student Paper
      Post #3 Group A / Response Group B

    June 2 Class 7: Evaluation and Assessment
      McKeachie, chaps. 7, 8, 9, 10
      Sherry Linkon, "The Reader's Apprentice" in course docs
      Evaluating Wikipedia pamphlet in course docs
      Discuss Gen Ed assessment requirements
      Discuss: Matching Learning objectives and outcomes. See FKL website.
      Wikipedia assignment: peer review articles in sandbox; use recommendations from Evaluating Wikipedia;

      Student presentation: Syllabus check - Heather
      Assignment: Group evaluation of purchased student paper
      Post #3 Group B / Response Group A

    June 4 Class 8: Wikipedia in the classroom/Assessment

      McKeachie chaps 16 (hi / lo stakes writing), 17 (teaching with tech)
      Review and discuss Wikipedia work; move articles out of sandbox
      Wikipedia Education Program - Case Studies in course docs
      Instructor Basics - How to Use Wikipedia in the classroom in course docs
      Student Presentation: Two Syllabus Check: Colleen Kolba, Micah Chapman
      Assignment: Make your own rubric for student essays
      Post #4 Group A / Response Group B

    June 9 Class 9: Contemplative Pedagogy
      Mary Rose O'Reilly, Radical Presence
      Excerpts from draft Handbook on Contemplative Practice (course docs)
      Howard Reingold, "Attention" from Netsmart in course docs
      Student Presentation: 2 Syllabus Check: Rachel Tanski, Megan Mandell
      Post #4 Group B / Response Group A

    June 11 Class 10: Problems and Pitfalls

      Showalter, chaps. 9-10
      McKeachie, chaps. 12 (cultural diversity) and 13 (challenges)
      Student Presentation: 2 Teaching with Technology: Megan and Heather, Anne and Micah

      Student Presentation: 2 Syllabus Check: EJ, Shauna Maragh
      Post #5 Group A/ Response Group B

    June 16 Class 11: Student Presentations

      Student Presentations: 3 syllabus check Danielle Farrar, Anne Anderson, Scott Neumeister
      Student Presentations: 2 Teaching with Technology: Rachel and EJ, Dana and Danielle
      Post #5 Group B / Response Group A

    June 18 Class 12: Teaching Philosophy

      Student Presentation: 2 Teaching with Technology: Shauna and Colleen, Scott and Neal
      Student Presentation: 2 Syllabus Check: Dana Laitinen, Neal Fischer
      Assignment: Statement of Teaching Philosophy
      Post #6 Groups A and B

    Deadline for posting portfolio -- Thursday June 25

    ** 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: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It is the responsibility of the student to monitor Canvas 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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