TEACHING COLLEGE WRITING
Dr. Kevin L. Ferguson
ENGL 793-01: Fall 2013
Thursdays, 10:05-11:55, Klapper 708
Office: Klapper 711
Office Hours: Thursdays, 12:00-1:00
COURSE DESCRIPTION: A study of composition theories, writing pedagogy, and literacy studies in the context of the college writing classroom. Required for all graduate students teaching in the English department at Queens College.
Most students in the process of earning an advanced degree in English are strong writers. But even the most skilled writer might be puzzled about how to teach others to write. Throughout the semester, we will investigate the practice of teaching college writing. How does one accomplish such a task? What are the challenges? What are the strategies? Using the Queens College “Goals for Student Writing” as a guide, students will be expected to examine the curricular, pedagogical, and theoretical contexts that shape teaching and learning as a way to begin developing their own composition pedagogies. The course focuses on concrete teaching practices (such as course and assignment design, conferences and peer workshopping, feedback and evaluation) as well as theoretical issues (like the circulation of literacy, formulaic writing, learning goals, creative writing, language standards, and technology). The course is designed as a seminar with a substantial weekly reading load, class blog, and formal writing assignments.
LEARNING OBJECTIVES for students include:
- to demonstrate familiarity with general theories of teaching writing, reading, and composition.
- to apply those theories to aspects of their own teaching practice.
- to have acquired a range of practical tools for the teaching of college writing, such as how to craft assignments, mark written assignments, and give students feedback.
- to understand how to use digital technologies as pedagogical tools.