ENG 202 Writing Center Practicum_Fall 2017

 

Syllabus

Catalog Description: Designed as a companion to first semester experience as a Writing Center tutor. Course includes reflection on tutoring experiences and practice in tutoring strategies. Included will be the history of Writing Centers, theoretical and pedagogical readings on ESL/ELL, transnational literacy, writing in the disciplines, multimodality, and performing Writing Center research.

Rationale: Effective writing center tutoring requires an informed practice that includes reflective practice and engagement with theory and research. The act of tutoring other writers necessarily engages with theories of writing, error, language diversity, teaching and learning, assessment, and much more. These theories and the practices they are connected with have important ideological and ethical dimensions that tutors benefit from engaging with explicitly, an engagement that both enriches their tutoring practice and their own growth as thinkers and writers.

Class Sessions & Assignments: Classes will meet weekly for approximately an hour and will include a combination of discussion and active learning activities, including role playing. In addition, tutors will be required to conduct peer observations, along with reflections on their observations and their own tutoring practice. Students will be given opportunities to conduct writing center research under the Director’s guidance, with potential opportunities for conference presentations at writing center regional and national conferences and/or for scholarly publications.

Course Goals

By the end of this course, you should be able to

Demonstrate a familiarity with and thoughtfully respond to a range of scholarly conversations about writing and language tutoring.

Engage in nuanced self-reflection and possible scholarly presentations and publications, informed by course readings and tutoring practices, about your own tutoring practices.

Draw on research-based approaches as well as your own self-reflection in order to effectively tutor writers with diverse linguistic, cultural, and other identities as they work across a range of disciplines, genres, and mediums.

 

Evaluation:

Participation                                                                                                         50%

Assignments                                                                                                         50%

 

Details Regarding Course Requirements

Participation

All readings will be assigned to discussion groups, and you will not read all required materials on your own. Everyone starts with a grade of A+ (100%) for participation. Your grade will stay at 100% as long as you come to every class fully prepared and participate attentively by listening, taking notes, completing in-class activities, and contributing to class discussion. Your grade will go down 7% every time you come to class less than fully prepared (from 100% to 93% for the first infraction, from 93% to 86% for the second infraction, and so forth). The following behaviors will result in a 7% decrease in your participation grade:

  • Failing to bring relevant materials to class (the main textbook, for example).
  • Being distracted during class (such as by sleeping, texting, or using social media).
  • Failing to engage in class activities (whole class discussion, small group discussion, in-class writing assignments, etc.).
  • Failing to make up work when being absent from or late to class (Note: See attendance policy for how being absent or tardy multiple times will impact your total course grade.)

Short Assignments Posted to Canvas

You will have 12 short writing assignments and one professional portfolio due over the course of the semester. These give you the chance to prove you are doing the assigned reading and to reflect on your learning in a collaborative space that complements our class time. Each is worth 5% of your course grade (adding up to 60% of your total course grade).

  • These assignments are typically due on Canvas by 8pm on Tuesday. You do not need to submit a hard copy. Remember that the Late Work policy applies to these.
  • You will see the guidelines for each assignment on Canvas as well as in the course schedule. As long as you fully complete the assignment on time and in accordance with all of the guidelines, you will get full credit (A+, 100%) for an assignment.
  • Your grade will not be docked for minor errors, but please do read your work carefully before submitting it to ensure you communicate your ideas clearly and effectively
  • When possible, read others’ posts before writing your own so you can build on what’s already been said when others’ ideas relate to yours. While you are not required to reference others’ posts in your own or to comment on others’ posts, we encourage you to do both.

 

Grading Scale

 

93-100 A
90-92 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
63-66 D
60-62 D-
0-59 F

Course Policies

Attendance

As we only meet once per week, your attendance is vital. You may miss ONE class without incident. For every class missed after that, your final course grade will be lowered by one-third of a letter (from B to B- for example).

  • Two instances of arriving more than ten minutes late will count as one absence.
  • Speak with one of us if you have extenuating circumstances.
  • When you miss a class, or are late for any reason, YOU are responsible for figuring out what you missed (by speaking with one of us and/or with a classmate) and catching up before the next class.

Late Work

You cannot fully participate in class if you fall behind. Late assignments will be docked a full letter grade (such as from A+ to B+) as soon as they are late, on the day that they are due (even if just a few minutes late). They will be docked an additional letter grade the following day and every day thereafter until submitted.

Contact/Communication

Other than talking in person, email is the best way to contact me. Generally, I will respond to all student email within 24 hours (possibly a bit longer on weekends and holidays). I will also contact you by email at times. It is your responsibility to check your Emory-based email account at least once every 24 hours.

Academic Integrity

The Honor Code is in effect throughout the semester. By taking this course, you affirm that it violates the code to plagiarize, to deviate from the teacher’s instructions about collaboration on work submitted for grades, to give false information to a faculty member, and to undertake any other form of academic misconduct. You also affirm that

If you witness others violating the code you have a duty to report them to the honor council. Should we suspect that you engage in academic dishonesty in this course, we will refer the case to Emory’s Honor Council.

Negotiating Publics & Privacy Concerns in the Course

As you write about and discuss your tutoring work in this course, you will sometimes share information that should NOT be shared beyond our class because of our respect for writers’ privacy. When talking and writing about specific tutoring situations, please omit the writers’ names unless they have specifically given you permission to refer to them by name. And please do NOT share anything about specific tutoring situations you or your colleagues have experienced beyond our class and your staff meetings since writers can sometimes be identifiable based on the details of their situations even when you omit their names.

 

Course Schedule

Week 1 Sept. 12: History of Writing Centers

Readings:

  • Carino, Peter. “Early Writing Centers: Toward a History.” The Writing Center Journal 15.2 (1995): 103-15.
  • Harris, Muriel. “What’s Up and What’s In: Trends and Traditions in Writing Centers.” The Writing Center Journal 11.1 (1990): 15-25.
  • Kinkead, Joyce. “The International Writing Centers Association as Mooring: A Personal History of the First Ten Years.” The Writing Center Journal 16.2 (1996): 131-143.

Assignments:

Reflections/blog post

 

Week 2 Sept. 19: Theory of Writing Center Work

Readings:

  • Lunsford, Andrea. “Collaboration, Control, and the Idea of a Writing Center.” The Writing Center Journal 12.1 (1991): 3-10. In Murphy and Law: 109-115. In Murphy and Sherwood: 36-42.
  • Murphy, Christina, and Joe Law, eds. Landmark Essays on Writing Centers. Davis, CA: Hermagoras, 1995.
  • Mullin, Joan A., and Ray Wallace, eds. Intersections: Theory-Practice in the Writing Center. Urbana, IL: NCTE, 1994.

Assignments:

Reflections

 

Week 3 Sept. 26: Practice of Writing Center Work

Readings:

  • The St. Martin’s Sourcebook for Writing Tutors, Part I: The Tutoring Process: Exploring Paradigms and practices, pp. 1-34.
  • The St. Martin’s Sourcebook for Writing Tutors, Part II: Entering the Professional Conversation, pp. 35-70.

Assignments:

Reflections

 

Week 4 Oct. 3: Guest Lecture Session on Professional Writing_Career Services (Ami)

Resumes & Applications

Assignments:

Application & resume resources, templates, and digital portfolio (linkedin, application packages, resumes, and personal branding for interviews)

 

Week 5 Oct. 10: Writing Across the Curriculum & Writing in the Disciplines (WAC & WID)

Readings:

  1. Insider’s Guide Chapters: 6~9, Consultants pick their own disciplinary readings from these chapters and discuss similarities and differences among disciplinary writing
  2. The St. Martin’s Sourcebook for Writing Tutors, Part II: Entering the Professional Conversation, pp. 70-97.

Assignments:

Reflections

 

Week 6 Oct. 17: Workshop on STAR Format Story Telling

Readings:

The St. Martin’s Sourcebook for Writing Tutors, Part II: Entering the Professional Conversation, pp. 97-133.

Interviews & Personal Branding:

STAR format story telling training

Assignments:

Reflections, resumes, and/or self/peer observations

 

Week 7 Oct. 24: Tutoring ESL/ELL Students I

Readings:

  • Moussu, Lucie. “Let’s Talk! ESL Students’ Needs and Writing Centre Philosophy.” TESL Canada Journal, 30.2 (2013).
  • Chang, Tzu-Shan. Whose Voices? Perceptions Concerning Native English Speaking and Non- Native English-Speaking Tutors in the Writing Center. Diss. Southern Illinois University Carbondale, 2011.
  • Canavan, Anne. “They Speak my Language Here: An ELL-Specific Tutoring Pilot Project in a Midwestern Regional University.” The Writing Lab Newsletter 39.9- 10 (2015).

Assignments:

Reflection on readings & class discussions

 

Week 8: Academic Writing Workshop I: Humanities and Social Sciences

Resources:

Purdue Owl, MLA & APA manuals, and IG

 

Week 9: Tutoring ESL/ELL Students II

Readings:

  • Enders, Doug. “The Idea Check: Changing ESL Students’ Use of the Writing Center.” The Writing Lab Newsletter 37.9-10 (2013): 6-9.
  • Goins, Elizabeth and Frederick C. Heard “From the Editors—Diverse People, Diverse Approaches.” Praxis: A Writing Center Journal 10.1 (2012). Web.
  • Lape, Noreen G. “Going Global, Becoming Translingual: The Development of a Multilingual Writing Center.” The Writing Lab Newsletter 38.3-4 (2013): 1-6.

Assignments:

Reflection on readings & class discussions

 

Week 10: Cultural Rhetoric and Transnational Literacies_Part I

Readings:

  • “Beyond Bias, Binary, and Border: Mapping out the Future of Comparative Rhetoric” from the 2013 RSQ special issues on Comparative Rhetoric
  • Dingo, Rebecca (2012). Networking Arguments: Rhetoric, Transnational Feminism, and Public Policy Writing. University of Pittsburgh Press.
  • Amant, K. & Kelsey, S. (Eds.) (2012). Computer-mediated communication across cultures: International interactions in online environments. Hershey, PA: IGI Global. (“Language in Online Communication”)

Assignments:

Reflection on readings & class discussions

 

Week 11: Cultural Rhetoric and Transnational Literacies_Part II

Readings:

  • Horner, Bruce, and Karen Kopelson. “INTRODUCTION. Reworking English In Rhetoric and Composition—Global Interrogations, Local Interventions By Bruce Horner.” Reworking English in Rhetoric and Composition: Global Interrogations, Local Interventions. Carbondale: Southern Illinois University Press, 2014. Project MUSE.
  • Canagarajah, A. Suresh. Literacy as Translingual Practice. [Electronic Resource]: Between Communities and Classrooms. New York: Routledge, 2013.
  • Wan, Amy J.. (2014). Producing Good Citizens: Literacy Training in Anxious Times. University of Pittsburgh Press.
  • You, Xiaoye. Cosmopolitan English & Transliteracy. Carbondale: Southern Illinois University Press, 2016.

Assignments:

Reflection on readings & class discussions

 

Week 12: Multimodality

Readings:

Assignments:

Reflection on readings & class discussions

 

Week 13: Academic Writing Workshop II: Natural Sciences

Resources:

Purdue Owl, APA manuals, and IG

 

Week 14: Academic Writing Workshop III: Applied Fields

Resources:

Purdue Owl, MLA & APA manuals, and IG

 

Week 15: Professional Writing Workshop II: Applications, Resumes, and Interviews

Readings:

Writing That Works & Technical Communication: resumé

Personal Branding:

Training on STAR format story telling Applications and Interviews: conference with Emory College Students

Assignments:

Résumé, personal branding essay & video

 

Week 16: Semester Celebration & Tutor Awarding Ceremonies

 

*All readings will be assigned to discussion groups, and you will not read all required materials on your own.

*This syllabus is only provisional, changes may be possible.

Students’ Blogs:

Jen

Caroline

Felipe

Pari

Oishi

Ryan

Oishi

Mary Beth

Brittany

Nicole

Kexin

 

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