Weekly readings from Chronicle of Higher Education
Browse the weeks edition of the paper and choose an article that deals with some aspect
of teaching as it might relate to teaching literature. You can write your weekly
post on this article. If you choose to do so, include the citation in the top of
your post so that others can read the article as well. You may choose to read and
write on the same or different articles.
There are no other required texts for this class. Feel free to bring texts
to the attention of the class for general reading.
For an 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.
** 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.
Class 1: Brainstorming
Part One: TEACHING METHODS:
Class 2: Teaching the assigned / unread / unliked text
Practical: Teaching Temperaments: What kind of teacher are you?
Class 3: How to balance background with textual reading / Which/how much research in balance with interpretation.
Class 4: Group work alternatives to lecture / How to facilitate a discussion so as to avoid becoming a lecture.
Class 5: Teaching the steps to write well about literature / How to teach critical analysis.
Class 6: Evaluation how much emphasis on content vs. mechanics / What kind of evaluative assignments are most effective/balanced with material / Balanced assignments Gordon rule / Alternative writing assignments
Class 7: Technology: Drawbacks to teaching with technology losing linear reading
Part Two: INTERDISCIPLINARITY
Class 8: Cross-curricular ideas and methods: drawing disciplines together in the classroom
Class 9: Teaching literature as something other than literary: modes (anthropological, historical, psychological, legal, political, etc.)
Class 10: Motivating students through interdisciplinary methods: employing film, music, art, drama, etc.
Presentation:Keith and Bill
Class 11: How to construct a syllabi with diverse
directions in reading / introducing special topics
Class 12: Canonicity vs. diversity
Presentation: Keith and Nicole
Class 13: Choosing a good text
Class 14: Using online sources to gain access to
Class 15: Conclusions
Practical: Teaching Philosophy, due for class.
Weekly Posts (13) 25%
Two (2) presentations on Teaching Resources 25%
Group on-line annotated bibliography 25%
Description of graded assignments
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, or Monday by midnight. 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.
For general information on weekly posts to discussion board, including instructions
for registering, click on Postings.
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.
Because this is a pass/fail course, your posts will simply be recorded as such.
Please devote some thought to these posts, because they will constitute a
large part of our discussion material.
You will be responsible for reading ALL the posts before class discussion,
even if (especially if) you posted early.
** In case of server malfunction, bring a hardcopy of your
post to my office by Tuesday noon.
Presentations on Teaching Resource:
Each class member will make two presentations on a teaching resource: one
on a pedagogy resource and one on a teaching text. These resources can
be in the form of an article, book, website, DVD or CD or video (or other);
however, a teaching text should be something that you or someone else would
use in the classroom and assign to students (generally a book). 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.
Your presentation can be informal, but provide some basis of evaluation for class
members to discuss. Try to provide answers to the following questions:
Students will be responsible for signing-up for two separate presentations
during the semester. For each, 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?
Group online annotated bibliography
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 Wednesday of finals week or April 28.
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 plain text so that I can format it easily.
Discussion topics for each class reflect the questions and issues
raised in our initial brainstorming session. Please use these as
guides for, not restrictions on, our discussion.
Although I intend this class to be informal and practical, and I want
it to reflect and meet the needs of its participants, I propose the
following general structure to help us get organized.
Weekly readings in the Chronicle and weekly posts to be discussed in one half of class.
Presentations or practical exercises to be done in the other half of class.
The group can decide which should go first.
Revised Feb. 9, 2004
This syllabus is subject to change.
PET (Project for Effective Teaching) Resources: bibliography of
pedagogy resources aimed to help the new teacher in his or her craft. Maintained by Williams College for its new faculty.
50 Alternatives to Lecture suggestive list of instructional options;
from Teaching, Learning and Technology at SUNY
USC Pedagogy Resources
Teaching Goals Inventory The
Center for Teaching at The University of Iowa is pleased to bring the Teaching Goals Inventory to you online.
from the Center for Teaching and Learning at Cornell University
Electronic Archive for teaching the American Literatures The Electronic Archives are created and maintained by the
Center for Electronic Projects in American Culture Studies (CEPACS) at Georgetown University's American Studies Program.
NCTE homepage National Council of Teachers of English
Teaching Literature Bibliography Linked from the syllabus of a (far more structured)
Teaching Literature class by Prof. Byron Hawk at George Mason University
On learning Styles: From the Georgia State Master Teacher Program, this site
offers information on how temperaments inform different learning styles and strategies for adopting teaching methods
to meet these different styles.
There are numerous other resources available. Please contact me with additional information.
Jungian Typology test: an online test from a site entitled Humanmetrics.
Kiersey Temperament Sorter: Commercial website that provides updates Kiersey's Please
including "A Modern Guide to Temperaments."
Back to Top of Page