English 510:  Seminar in the Teaching of English
Professor Janice Neuleib
July 5 through August 11M-R   

Summer 2005

Course Number: 510
Course Title: Seminar in Teaching English
Professor: Janice Neuleib
Credit Hours: 4
Meeting Time: 3:30-5:20  M-R
Meeting Place:  410


We will create our own text collection for the course. I will bring in a variety of books and essays for a “read around” during the first week of class. After that, each of you will bring in works that have to do with your own teaching projects for others to sample and for use in your group (see below).

The texts I bring include several essays and books relating to teaching, works that I have noticed and have found intriguing for various reasons.  These are not the only texts for your research, but others, specific to your interests, will emerge as we move through the course.  Your work for the course will range far beyond the original selection of texts since the areas that you choose to investigate will likely differ markedly from the research topics of interest to me or to others in the class.  We will begin by reviewing your teaching research interests and by relating them to research in the field.


The seminar format will provide give you the opportunity to pursue your teacher research goals, while at the same time investigating those goals in the context of collaborative inquiry.  The workshop format will begin with group research and lead to seminar presentations by class members during the last weeks of class.  The goal of the class will be to create a plan for teacher research in your teaching internship as required for your Ph. D. in English studies. The class will operate on the same pedagogical theory as writing classes in our department. You will work collaboratively with others in class to produce teacher research designs.


Course requirements include a research log which will contain your responses to in-class written activities and notes you take as you read for your research projects. Collaborative contributions to the research of colleagues in the class will also be a part of your log, including responses to class work of others and to their plans and drafts for their projects. You will be responsible for two paper/presentations which may be done individually or collaboratively.  Work on these projects must be done collaboratively; that is, you will work with a research group during the course. The group will contribute both to the development and planning of one another’s research designs and to the development of one another’s projects as they progress. You will also be responsible for planning and writing IRB’s for your proposed teacher research.

Summer Schedule

I hope to ask graduate students who are currently working on their dissertations to talk about their teacher research projects for the class if possible. At any rate, I will bring in selections of doctoral dissertations so that everyone in the class can investigate the nature of the teacher research in these dissertations.

Due dates: 
July 14   first research log due—single spaced, 1 1/2 inch margins, questions for me highlighted
July 21  second research log due, outline of teacher research project included
July 28  research log and draft of research project (with IRB) due
August 1-4  and 8-11 demonstrations of research presented
August 11 All parts of research project (drafts, finished project, IRB) due

Recommended texts from previous 510 classes


New & Required

Geertz, Clifford.  Works and Lives:  The Anthropologist as Author.  Stanford UP, 1988   Paper   ISBN  0-8047-1747-8

Kress, Gunther.  Writing the Future.  NATE, 1995    paper    ISBN  0-901291-43-9

Langer, Judith, and Arthur N. Applebee.  How Writing Shapes Thinking:  A Study of Teaching and Learning.  NCTE, 1987.  Paper  ISBN:  ISBN   0-8141-2180-2

McCormick, Kathleen, Gary Waller, and Linda Flower.  Reading Texts.  Heath, 1987.  Paper    ISBN  0-669-09564-8

Shamoon, Linda K., Rebecca Moore Howard, Sandra Jamieson, and Robert A. Schwegler.  Coming of Age: The Advanced Writing Curriculum (paperback and CD-ROM), Heinemann, 2000  Paper    ISBN  0-8679-567-9

Tassoni, John Paul, and William Thelin.  Blundering for a Change:  Errors & Expectations in Critical Pedagogy, Heinemann, 2000.    Paper   ISBN  0-86709-566-0


Aronowitz, Stanley, and Henry Giroux.  Postmodern Education.  U Minn 1991.
Becker, Howard, and Michal McCall.  Symbolic Interaction and Cultural Studies.  U of Chicago, 1990.
Berthoff, Ann E.  The Sense of Learning.  Boynton/Cook, 1990.
Bogdan, Deanne.  Re-Educating the Imagination:  Toward a Poetics, Politics and Pedagogy of Literary Engagement.  Boynton/Cook, 1992.
Donahue, Patricia and Ellen Quandahl, eds.  Reclaiming Pedagogy:  The Rhetoric of the Classroom.
Gates, Henry Louis, Jr.  Loose Canons:  Notes on the Culture Wars.  Oxford, 1992.
Flynn, Elizabeth A., and Patrocinio P. Schweickart, eds., Gender and Reading:  Essays on Readers, Texts, and Contexts.
Freire, Paulo and Donaldo Macedo.  Literacy: Reading the Word and The World.
Giroux, Henry A.  Schooling and the Struggle for Public Life.
Harkin, Patricia, and John Schilb, eds.  Contending with Words:  Composition and Rhetoric in a Postmodern Age.  MLA, 1991. (not on the purchase list, don't worry)
Knoblauch, C.H., and Lil Brannon.  Rhetorical Traditions and the Teaching of Writing.  Boynton/Cook, 1992.
Shor, Ira, ed.  Freire for the Classroom:  A Sourcebook for Liberatory Teaching.  Boynton/Cook, 1987.


The teaching of constructing and deconstructing texts of all sorts have become enmeshed in complex psychological, social, and cultural questions.  This course will ask many of those questions in relationship to the teaching and learning of literary response and of composing.  The texts to be discussed and the activities of the class will focus on current questions of pedagogy in a multicultural environment where literacies of many kinds contend for our attention as both teachers and learners.  We learn from our culture, our students, our own constructions of the world around us and therefore teach from those experiences.  This course will interrogate our theories and practices in light of the pedagogical environments that have shaped us as readers and writers and investigate further how our readings of those environments shape us as teachers.  The course will also note questions of development of learners across the grade levels, drawing on psychological and philosophical theory and research to understand the developing language learner, especially in relation to adult literacy.


The course will encourage individual and group investigation of theory and research in the pedagogies currently foregrounded in English studies.  Participants in the course will also investigate extensively and theorize their own experiences as readers and writers in the classroom, as well as their experiences as teachers.  These investigations will lead to research designs for theoretical and/or applied studies in teaching and learning, possibly leading to dissertation and internship proposals.

Requirements will include three short papers (5-10 pages) investigating the issues of the course, a research proposal (8-10 pages), and a lengthy study developed from the research proposal (20-30 pages).  Participants will work together in class responding to one another’s short in-class writings and longer essays, as well as planning and presenting the final research studies individually or collaboratively, as appropriate.

Central Questions for Researching the Teaching of Literature and Writing

How do we teach in a multicultural environment where literacies of many kinds contend for our attention as both teachers and learners?
What pedagogical environments have shaped us as readers and writers and how has our readings of those environments shaped us as teachers?
How do readers and writers develop before formal education and across the grade levels, and how does that development relate to adult literacy?

Readings and experiences:

August  22--a history of our teaching and learning (be reading McCormmick)
August 29--Classroom culture and classroom research
September 5--Kress--Literacy and the learner
September 12--Langer--Theory into practice  (short paper one draft due)
September 19--more How Writing Shapes Thinking--Research in the schools
September 26--Geertz--thinking about culture
October 3--Coming of Age--Culture wars and teaching (research proposal due)
October 10--More Coming of Age
October 24--Blundering for a Change--classroom reading processes
October 31--Spirit and change--more of Blundering (short paper two draft due)
November 7--language teaching in your research
November 14--NCTE
November 21 & 28--Presentations on research projects
December 5--Projects due