Spring 2000	Anne Trubek
Expository Writing 481/English 399 Tu Th, 3:00-4:20	King 139 x8615
King 235	E-mail: Anne.Trubek@oberlin.edu

Teaching and Tutoring Writing
Across the Disciplines

Course Objectives:

• To train you to be a helpful and effective writing tutor
• To give you practice responding to student writing
• To introduce you to the fields of composition studies and writing pedagogy
• To encourage you to reflect on your own writing habits and processes

Course Requirements:

• Attend class regularly&emdash;no more than 2 absences without just cause, please
• Weekly posts to AVF (Alta Vista Forum) by Thursday's class
• Tutoring work at the drop-in desk in Mudd (at least six hours) or for a writing intensive course
• Mid-term project: reflective essay, tips for tutors, OWL addition, annotated bibliography, book review, etc.
• Final essay: research in one area of composition studies (at least 10 pages)
• Workshop/Presentation on final essay.

Texts:

• Working with Student Writers: Essays on Tutoring and Teaching. Ed. Podis and Podis.
• Cross-Talk in Comp Theory: A Reader. Ed. Victor Villanueva, Jr.
• Lives on the Boundary. Mike Rose (not ordered&emdash;get on your own or read excerpts to be distributed in class)

Good luck finding these...!

Syllabus

CT=Cross-Talk in Comp Theory

WSW=Working with Student Writers

H=Handout

Week 1: Writing As A Process

Feb. 8, 10

The "Given in Our Conversations: The Writing Process" (CT) Murray, "Teach Writing as a Process not Product" (CT) Emig, "Writing as a Mode of Learning" (CT) Ong, "The Writer's Audience is Always a Fiction" (CT)

Week 2: Composing and Revising/Peer Tutoring

Feb. 15	Murray, "The Listening Eye: Reflections on the Writing Conference" (H) Harris, "Talking in the Middle: Why Writers Need Writing Tutors" (H) Sommers, "Revision Strategies of Student Writers and Experienced Adult Writers" (CT)
Feb. 17	Gilmartin, "Working at the Drop-In Center" (WSW) Podis, "Training Peer Tutors for the Writing Lab" (WS) Dyehouse, "Peer Tutors and Institutional Authority" (WSW) Koundakjian, "Speaking the Written Voice" (WSW)

Week 3: Responding to Student Writing

Feb. 22	Brannon and Knoblauch, "On Students' Rights to Their Own Texts: A Model of Teacher Response" (H) Sommers, "Responding to Student Writing" (H) Connors and Lunsford, "Teachers' Rhetorical Comments on Student Papers" (H) Podis and Podis, "Improving Our Responses to Student Writing" (WSW) Sommors, "Between the Drafts"
Feb. 24	Fawcett, "Like, it was, you know what I mean?"" (WSW)

Week 4: Discourse Communities: What is Academic Discourse?

Feb 29	Bartholomae, "Inventing the University" (CT) Bartholomae, "Writing With Teachers: A Conversation with Peter Elbow" (CT) Elbow, "Being a Writer vs. Being An Academic" (CT) B and E, "Interchanges" (CT) Haefner, "Democracy, Pedagogy and the Personal Essay" (CT)
March 2	Stone, "Scientific Writing..." (WSW) Schambelan, "Defining a Persona..." (WSW) Thompson, "Traveling the Middle Ground..." (WSW)

Week 5: What is Written Discourse? Error, Grammar, Style

March 7	Hartwell, "Grammar, Grammars and the Teaching of Grammar" (CT) Bartholomae, "The Study of Error" (H) Ede and Lunsford, "Audience Addressed/Audience Invoked" (CT) Ohmann, "Use Definite, Specific, Concrete Language" (H)
March 9	Williams, "The Phenomenology of Error" (H)

Week 6: Working with ESL, Bilingual and Learning Disabled Students

March 14	Zamel, "Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum" (H) Raimes, "Anguish as a second language? Remedies for composition teachers" (H) Lu, Min-zhan, "From Silence to Words: Writing as Struggle" (H)
March 16	Writing Tutors and Dyslexic Tutees: Is There Something Special We Should Know? (WSW)

Week 7: Historicizing Composition Studies

March 21	Miller, "The Story of Composition" (H) Chang, Contextualizing the Debates" (WSW)
March 23	Mid-term projects due

Week 8: SPRING BREAK

Week 9: Class and Access to Higher Education

April 4	Rose, "The Language of Exclusion" (CT) Shaughnessy, "Diving In: An Introduction to Basic Writing" (H) Rose, Lives on the Boundary Hairston, "Diversity, Ideology and Teaching Writing" (CT)
April 6	Bielski, "My Hidden Class-Consciousness" (WSW)

Week 10: Issues of Identity

April 11	Delpit, "The Silenced Dialogue" (CT) Flynn, "Composing as a Woman" (CT) Brodkey, "On the Subjects of Class and Gender in the 'Literacy Letters'" (CT) Bizzell, "Contact Zones and Composition Studies"
April 13	Anthony, "Caught Between Skin Color and Dialect" (WSW)

Week 11: Social Epistemic Pedagogy

April 18	Bruffee, "Collaborative Learning and the 'Conversation of Mankind'" (CT) Myers, "Reality, Consensus, and Reform" (CT) Trimbur, "Consensus and Difference in Collaborative Learning" (CT)
April 20	(no class on Thurs. for Passover)

Week 12: Cultural Studies and Post-Modern Rhetoric

April 25	Vitanza, "Three Countertheses: Or, a Critical In(ter)vention into Composition Theories and Pedagogies" (H) Berlin, "Rhetoric and Ideology in the Writing Classroom" (CT) Trimbur, "Composition Studies: Postmodern or Popular" (H)
April 27	Workshop/Presentations

Week 13: Electronic Rhetoric

May 2	Sirc, "What is Composition...? After Duchamp (Notes Toward a General Teleintertext)" (H) Sosnoski, "Hyper-readers and their Reading Engines" (H) Kaplan, ""Politics, Hypertext, and other Cultural Formations in the Late Age of Print"(Web)
May 4	Workshop/Presentations

Week 14: Writing in the 21st Century

May 9	Readings tba
May 11	Workshop/Presentations
May 16	Final Papers Due