Fall 2011 Advanced Certificate in Teaching Writing Courses
Problems in Teaching Writing or Composition
This course closely examines the difficulties implicit in mentoring writers, with special consideration for the roles of cultural expectations and social dynamics on both the teaching of writing and writers themselves. Students explore theories and practices upon which composition/writing instruction and writing center work depend. Building on the understanding that writing is a recursive process (a cycle of planning, drafting, revising, and editing), students also learn to analyze and problem-solve issues that become barriers for effective writing and communication. This course is designed for those who are, or will be, teaching courses that involve writing.
MW 4:00 PM-5:20 PM
Digital Rhetorics: Writing/Reading/Culture Across Networks
WRT/EGL 614 -S01
How do we define literacy and rhetoric in a world that is infused with multimodal (including the visual, aural, procedural, and interactive) rhetoric? We will explore a broad range of issues related to the rhetoric of productions in new media, then produce our own theories and works. We will explore online networked reading and writing practices, and examine the social, cultural, educational, and ethical dimensions of digital texts. We will also consider identity and representation, including class, race, and gender, in new media spaces. Students will create blogs and participate in online (as well as traditional) discussions of assigned texts, and will have the opportunity to engage a specific issue in depth through a final project with written and multimodal work (equivalent to approximately 20 pages of writing).
Thursday 4-:00 PM-7:00 PM
Perspectives on Literacy: The Teaching of Language Arts, Composition, and Rhetoric
This course critically surveys the scholarship on literacy, exploring different conceptions of literacy—ranging from older cognitive theories to sociocultural and political to pluralist definitions of our time, including digital and multimodal literacies—with the objective of helping students build their own scholarly and pedagogical positions as scholars and prospective teachers of language arts, writing, or rhetoric. Over the course of the semester, students will explore how they and their communities define and practice literacy; the readings, discussions, and reflections will culminate in standard research papers and multimodal presentations. In light of the fact that literacy practices in and out of school are evolving at a rapid pace, students will use the assignments in order to examine the convergence and divergence of different semiotic resources that are used in literate practices both in and outside of school.
Tuesday 7:00 PM- 10:00 PM
A study of articulatory phonetics and the international phonetic alphabet, with intensive practice in phonetic transcription from a wide variety of languages. Acoustic phonetics, speech perception, and the applications of phonetics to foreign language teaching.
MW 4:00 PM-5:20 PM
Structure of English
A description of the major sentence elements, subsystems, and productive grammatical processes of English. The justification of grammatical categories, interaction between systems and processes, and notions of standard and correctness are discussed with a view to their application in the ESL classroom.
TUTH 5:30 PM-6:50 PM
Introduction to General Linguistics
An introduction to modern theoretical and applied linguistics, including phonology, morphology, syntax, language acquisition, historical linguistics, and sociolinguistics.
MW 5:30 PM-6:50 PM
Writing Center • 631.632.7405 • email@example.com