W  8/30

1^st day of class

Objectives, Myths, Beliefs, Experiences

F 9/1

Reading: Goldberg through  p. 33

Begin in notebook: composting, what practice means, your experience with writing and other kinds of practice

M  9/4

no class: Labor Day

W  9/6

Reading: finish Writing Down the Bones

Writing: Experiment--an informal writing (1-2 pages max) on the topic of your writing experience: why or how you write, etc.

reading: select a favorite chapter from the reading and be prepared to tell us why

writing: post your experiment to blackboard discussion by class; i will be reading these, not grading them

F  9/8

Reading: Peter Elbow, “Writing First” [linked here]

What view of writing (and thus of teaching writing) do we get from Elbow?

M  9/11

Reading: Inside Out, chs. 4 and 5

Personal writing, using a journal/notebook

W  9/13

Writing due: “Why I write”

A more formal, finished version--turned in to me (1-2 pages); will begin to compost ideas for Project #1 in class

F  9/15

Reading: David Bartholomae, “Inventing the University” [linked here]

the debate with Peter Elbow

M 9/18

Further reading: an additional reading tied to your work in progress

Reading can be either theory (an area you want to explore further) or practice (a writer you might follow as a model); 1 page informal summary due.

W 9/20

Workshop: full draft of project 1 due

Revision (not editing); post your draft on blackboard discussion

F  9/22

Reading: Inside Out, chapter 10

Revision strategies, apply to your work in progress (have draft in progress available)

M  9/25

Reading: Grammarama, chapter 1 + essay by Weaver on teaching grammar research [essay linked here:

http://athena.english.vt.edu/~grammar/GrammarForTeachers/readings/weaver.html

Editing/grammar strategies and pedagogy

W 9/27

Reading Grammarama, browse and select two lessons to apply to your work, present to your group; continue your revision and editing of your essay

Editing/grammar applied to your project

F  9/29

Writing due: Project #1, writing autobiography

Bring electronic copy (with laptop) to class

M  10/2

Reading: Inside Out chs. 1 and 2

Writing process

W  10/4

Writing experiment: continue/finish initial draft from Monday's class--an experience you have had (other than writing) in which you learned from coaching, not teaching.

1-2 pages, posted to blackboard discussion board before class

F  10/6

Reading: Inside Out chapter 3

Classroom environment: how might we apply this to our classroom? to your service learning project?

M  10/9

Reading: Inside Out chapter 6

+ in journal: do one application [one of the strategies for writing voice discussed in chapter]

Voice in/and writing

W  10/11

Writing experiment: Voice

[experiment with another voice--or more than one voice; topic of your choice]

in class: group conferences with me

post your experiment to discussion board. By Friday, read and respond briefly to the experiments from the other people in your group.

F  10/13

Reading: Inside Out chapter 7

+ one application in journal

Audience

M  10/16

Reading: Inside Out chapter 11;

Writing poetry: find/bring in favorite examples of poetry

W  10/18

Lesson experiment: teaching poetry

Journals/notebooks collected for assessment/response: submit to blackboard (if electronic)

sketch out a lesson plan (plan for one session with a writer or class) for teaching poetry; post to blackboard. in class, you will share with your group and then develop and teach a group version to the rest of us.

F  10/20

No class: Fall break

M  10/23

Reading: Inside Out chs. 12 and 13

[service learning project scheduled by this date, if not begun]

Alternatives to ‘school’ writing and the dreaded 'essay.' Bring in an example from the real world of a piece or type of writing we should explore in school.

W  10/25

Writing experiment: composting for curriculum

A 1-2 page sketch of your ideas and focus: including initial research (theory)

F  10/27

Further reading: for curriculum and for service project

Pursue an article that will inform  your curriculum plan  sand links to your ervice learning mentoring; 1 page summary of the reading posted to blackboard

M  10/30

Reading: Inside Out, chs. 8 and 9

Response

W  11/1

Workshop: Full draft of curriculum plan due.

See project description for expectations

F  11/3

Reading:

-Back to Grammarama, read chapter 6 plus browse any other chapter that might be of use to you in your curriculum or service project

-further reading for service project (abstract due at end of project)

[no class meeting: use class time for service project, curriculum, or conferencing with me or with your writing group]

Further thinking on editing and mechanics strategies and the ‘grammar in context’ approach

M  11/6

Reading: Inside Out chapter 14

Evaluation/Assessment

what's the difference between assessment, evaluation, grading, and response?

W  11/8

Lesson experiment: assessment

Write up (and submit to Blackboard) at least two different ideas for how you will incorporate assessment into your curriculum project: one idea that you are likely to use; a second (or more) that is more experimental.

F  11/10

Curriculum writing project due.

Will present and teach to your writing group

M  11/13

Nancy Patterson, “Hypertext in the Language Arts Classroom”

http://english.ttu.edu/kairos/5.1/binder.html?coverweb/patterson/home.html

A hypertext essay about hypertext writing and the classroom.

What is hypertext?

W  11/15

Writing/Reading experiment: explore a hypertext site or some form of digital writing of interest to you (e-poetry, blog, moo, etc); prepare to report back to class and assess it for us—what it does and what it means with regard to writing.

Write a 1 page summary including the link to the site. One question you might consider and reflect on: how does writing in this newer environment compare/contrast to writing with pen and paper or type? Post your summary to Blackboard

F  11/17

Nancy Kaplan hypertext essay

http://www.ibiblio.org/cmc/mag/1995/mar/kaplan.html

Another hypertext about hypertext—this one more about hypertext as a form for academic writing. What implications for writing and teaching writing do you see? Can you imagine this kind of essay replacing the 5 paragraph essay? why or why not?

M  11/20

Service Learning: one journal reflection + further reading (with citation/summary)

the journal reflection should be at least 1 page; post both journal and further reading to Blackboard.

W  11/22

No class: Thanksgiving

F  11/24

No class: Thanksgiving

M  11/27

Reading: Ted Nellen’s hypertext, “Cyber Learning is Authentic Learning”

http://english.ttu.edu/kairos/5.1/binder.html?coverweb/nellenmayo/index.htm

Do you agree?

Particular focus: the webfolio—a model for teaching writing

W  11/29

Writing experiment: begin to create (or continue to create) your own hypertext

[will further workshop in class]

Any subject or genre: if interested, you might try out one of your service learning journal entries in hypertext  or play with final web project. See what you can do.

F  12/1

Reading: Peter Elbow, chapter from Everyone Can Write [available in Blackboard, course documents]

 or one more hypertext essay ("The Wrong way to Write/Right")  found here:

http://www.cyberartsweb.org/cpace/infotech/write/homepage.html

M  12/4

Final portfolio workshop

Will workshop the final project, including the focus on revision of one of your two writing projects

W  12/6

Service Learning Project: final reflections and discussion

Oral discussion of reflections + draft of reflections

F  12/8

[last class]

Service Learning Project: final reflections and discussion

Oral discussion of reflections + draft of reflections