English 510: Seminar in the Teaching of English
Professor Janice Neuleib
July 5 through August 11M-R
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
Errors & Expectations in Critical Pedagogy, Heinemann,
Paper ISBN 0-86709-566-0
RECOMMENDED AND/or RESERVED TEXTS
Aronowitz, Stanley, and Henry
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.
DESCRIPTION OF COURSE
The teaching of constructing and
deconstructing texts of all sorts
become enmeshed in complex psychological, social, and cultural
This course will ask many of those questions in relationship to the
and learning of literary response and of composing. The texts to
be discussed and the activities of the class will focus on current
of pedagogy in a multicultural environment where literacies of many
contend for our attention as both teachers and learners. We learn
from our culture, our students, our own constructions of the world
us and therefore teach from those experiences. This course will
our theories and practices in light of the pedagogical environments
have shaped us as readers and writers and investigate further how our
of those environments shape us as teachers. The course will also
note questions of development of learners across the grade levels,
on psychological and philosophical theory and research to understand
developing language learner, especially in relation to adult literacy.
FORMAT OF THE COURSE
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
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
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 21 & 28--Presentations on research projects
December 5--Projects due