Reading the Schedule

All readings and writing listed on each date is due before class on that date.

Schedule

Week 1, Wednesday, August 31: Week One Prep/Debriefing & Intro to the Course

Activities: Questions, talk about course goals and your goals, talk lesson planning for first day and second day, talk about Literacy Narrative, talk about low-stakes writing and first few weeks.

Reading: Optional readings to help you prepare for first few weeks of semester (you do not have to read these before our first class–they are just helpful to browse through as you prepare lesson plans in early weeks of semester):

Writing: None

Week 2, Wednesday, September 7: Designing Writing Assignments

Activities: Discuss your Literacy Narrative assignments, schedule meeting with mentor, goal setting

Readings: Read and be prepared to discuss these three (very) short blog posts by Professor Mike Rose:

Writing: 

Week 3, Wednesday, September 14: Responding to Student Writing and Grading

Activities: Responding to sample literacy narrative drafts from students, practices for commenting on drafts, managing labor while commenting, peer review and writing groups

Readings:

Writing: 

Week 4, Wednesday, September 21: Analysis vs. Summary (the “so what”)

Activities: talk about revision, talk about strategies to get students from summary to analysis, talk about your analysis assignments, introduce Pedagogue Podcast Assignment–prompt and sign up sheet is here. SIGN UP BY SEPTEMBER 28 at 11:59pm

Readings: “Tools for Analyzing Texts” in Join the Conversation

Writing: Post your in-progress drafts of your analysis assignment to our Google Drive folder by September 28 at 11:59pm. Some models of analysis papers found here: Samples: Analysis (2100) – A Teacher’s Guide to First-Year Writing (cuny.edu)

Week 5, Wednesday, September 28: Style and Rhetorical Grammar

Activities: theories and strategies of teaching style and grammar

Readings: 

Writing: 

Week 6, Wednesday, October 5: NO CLASS

Week 7, Wednesday, October 12: Joe Riccio Visit + Planning Your Research Unit

Activities: sequencing research unit, using library, building toward research assignment, research assignment. GTF Joe Riccio will share pedagogical approach to planning the research unit.

Readings: 

Writing: Post your research assignment by October 12 at 11:59pm to our Google Drive folder. Can see models of research assignments here: Samples: Research-Based Argument (2100) – A Teacher’s Guide to First-Year Writing (cuny.edu)

Week 8, Wednesday, October 19: Alessandra Occhiolini Visit + Working with Sources

Activities: setting up the reflective annotated bibliography, transitioning students from reading and thinking through sources toward synthesis in writing. GTF Alessandra Occhiolini will share pedagogical approach to planning the research unit.

Readings:

  • Mark McBeth’s Reflected Annotated Bibliography (RefAnnBib) assignment
  • Read over this example from Lisa’s ENG 2150 course in 2016 of a student’s RefAnnBibs on a popular and peer-reviewed source, and the research-based argument paper he wrote with excerpts from the RefAnnBib inserted almost verbatim (and highlighted). Great example of how students write their paper as they do RefAnnBibs—a big selling point as they can be tedious to do if you don’t understand the purpose.

Writing: Teaching Journal #1 (500-750 words)–On December 3, your Teaching and Literacy Philosophy is due. That paper will be a brief examination of your in-progress thoughts about what you value in teaching, reading, and writing and how those values inform your teaching (so far). Use the space of this Teaching Journal to answer 1-2 of the questions in that prompt. Think of this as a rough draft of your Teaching and Literacy Philosophy (which, too, will be a draft that could and should be revised).Here are the questions from the prompt: What are your developing (they are developing for us all, experienced in teaching or not) values about teaching? About language, reading, and writing? About teaching language, reading, and writing? Why? What are some examples that demonstrate the importance of these values? How do these values influence choices you make in lesson planning, assignment design, assignment sequencing, commenting on writing, interactions with students, facilitating discussions in class, etc.? Can you offer some examples of one or more of those things as connected to your developing values surrounding teaching, language, and literacy? Any examples from your teaching do not have to be idealized: they can be moments that don’t match your values as much as you want or even at all. Please use the space of this document to begin to work out where you are at now (for now) in regard to what you value in teaching and literacy, why you value it, and how you try to bring it into your classroom. Submit to our Google Drive to “Teaching Journal #1”.

Week 9, Wednesday, October 26: Pedagogue Episode Discussion

Activities:

Listening: Listen to the podcast episode assigned for this week.

Writing: 

  • If *NOT* presenting, for discussion, have ready one thing that stood out to you about the readings and one question you have related to topic. Post this on our blog by class time today. Post to blog by class time (here are instructions for posting to WordPress: Getting set up with Blogs @ Baruch* – Seminar in the Teaching of Composition (cuny.edu)
  • If presenting, email Dan ([email protected]) your 3 (or more) discussion questions and your 2 (or more) reading recommendations by October 24. ALSO, email a link to podcast episode to whole class by October 21.

Week 10, Wednesday, November 2: Pedagogue Episode Discussion

Activities:

Listening: Listen to the podcast episode assigned for this week.

Writing: 

Week 11, Wednesday, November 9: Research Unit Planning

Activities:

Reading: None

Writing: Post your research assignment to our Google Drive folder. Can see models of research assignments here: Samples: Research-Based Argument (2100) – A Teacher’s Guide to First-Year Writing (cuny.edu)

Week 12, Wednesday, November 16: Podcast Presentation + Planning the Final Few Weeks

Activities: Podcast presentation, talk through last few weeks of your class plan, think about how revision is playing a role, talk about reflection

Readings: 

  • Listen to podcast episode.
  • If presenting, email Dan ([email protected]) your 3 (or more) discussion questions and your 2 (or more) reading recommendations by the November 14. ALSO, email a link to podcast episode to whole class by November 11.

Writing: Teaching Journal #2–750-1000 words. On December 9, your Teaching and Literacy Philosophy is due. That paper will be a brief examination of your in-progress thoughts about what you value in teaching, reading, and writing and how those values inform your teaching (so far). Use the space of this Teaching Journal to answer 2-3 of the questions in that prompt. Think of this as a second draft of your Teaching and Literacy Philosophy that was revised from the draft for Teaching Journal #1 (which, too, will be a draft that could and should be revised). What are your developing (they are developing for us all, experienced in teaching or not) values about teaching? About language, reading, and writing? About teaching language, reading, and writing? Why? What are some examples that demonstrate the importance of these values? How do these values influence choices you make in lesson planning, assignment design, assignment sequencing, commenting on writing, interactions with students, facilitating discussions in class, etc.? Can you offer some examples of one or more of those things as connected to your developing values surrounding teaching, language, and literacy? Any examples from your teaching do not have to be idealized: they can be moments that don’t match your values as much as you want or even at all. Please use the space of this document to begin to work out where you are at now (for now) in regard to what you value in teaching and literacy, why you value it, and how you try to bring it into your classroom. Submit to our Google Drive to “Teaching Journal #2”.

Week 13, Wednesday, November 23: Commenting on Research Drafts

Activities: Looking at sample research drafts and commenting

Readings: None

Writing: None

Week 14, Wednesday, November 30: Workshopping Activities

Activities: workshopping activities, goals for teaching going forward, talking about in-progress draft, checking in about how end of semester is looking

Readings: None

Presentation/Writing: Be ready to do an approximation of a classroom activity that stands out to you for one reason or another (e.g., you want to workshop it and you are stuck on how to get it to work better, something you are especially proud of, something you want to tweak to reach different kinds of students, something you want to make more accessible).

Week 16, Wednesday, December 7: Thinking Ahead to ENG 2150 and Beyond

Activities: talk through prepping for ENG 2150, talk through final thoughts or questions about closing out ENG 2100

Readings: Browse through following materials from Teaching Guide on ENG 2150:

Writing: 

  • In-Progress Teaching and Literacy Philosophy (1000-1,500 words). Address each of the following questions in some way in your full draft of your Teaching and Literacy Philosophy but you can also take it any way you want as long as it is addressing your philosophy of teaching with some attention to reading and writing. Here again are the questions: What are your developing (they are developing for us all, experienced in teaching or not) values about teaching? About language, reading, and writing? About teaching language, reading, and writing? Why? What are some examples that demonstrate the importance of these values? How do these values influence choices you make in lesson planning, assignment design, assignment sequencing, commenting on writing, interactions with students, facilitating discussions in class, etc.? Can you offer some examples of one or more of those things as connected to your developing values surrounding teaching, language, and literacy? Any examples from your teaching do not have to be idealized: they can be moments that don’t match your values as much as you want or even at all. Please use the space of this document to begin to work out where you are at now (for now) in regard to what you value in teaching and literacy, why you value it, and how you try to bring it into your classroom. Submit to our Google Drive to “In-Progress Teaching and Literacy Philosophy” by 11:59pm on Friday, December 9.