ENL 5183-001 (Fall 2008)

Theory & Practice of Teaching Composition

Monday 5:30-8:15 p.m.
Prof. Sue Hum Office: MB 2.462
Phone: (210) 458 7883 E-mail: sue.hum@utsa.edu
Office Hours: Mon & Wed 2:30-3:45 p.m., and by appointment.

There are deeply rooted connections between

personality, learning, and language, and what touches
one touches all.
Mike Torbe and Peter Medway

Education is remembering. Plato

Imagination is more important than information.

Albert Einstein

But given the normal range of individual differences

both in rate of development and in talents for different
aspects of learning, expecting all students to meet the
same set of standards on the same schedule is absurd.
Jane Healy

Course Description:
Introduces major contemporary composition theories and their approaches to teaching writing. Provides
a broad and extensive overview of the history, ideology, assumptions, beliefs, and criticisms to various
theories of teaching writing. Involves formal and informal writing assignments, hands-on activities,
group discussions, and opportunities to evaluate the theoretical material from a pedagogical
perspective.

Course Objectives:
1. Gaining factual knowledge (terminology, classifications, methods, trends)
2. Developing specific skills, competencies, and points of view needed by professionals in the field
most closely related to this course
3. Developing skill in expressing oneself orally or in writing
4. Learning to analyze and critically evaluate ideas, arguments, and points of view

Course Texts:
1. Tate, Rupiper, Schick, ed. A Guide to Composition Pedagogies. Oxford, 2001. (GCP)
2. McComiskey, Bruce. Teaching Writing as a Social Process. Utah State UP, 2000. (TW)
3. Flower, Linda. Community Literacy and the Rhetoric of Public Engagement. Southern Illinois UP,
2008. (CL)
4. Davis, Robert, and Mark Shadle. Teaching Multiwriting: Researching and Composing with
Multiple Genres, Medias, Disciplines, and Cultures. Southern Illinois UP, 2008.
5. About $25 for photocopies, multi-media disks, folders, poster board, etc.
6. Own e­mail account & regular, daily internet access from home.
 ENG 5183: Teaching Composition 2
Grading Criteria:
Book Review & Discussion.........................…………………….…25%
Founder’s Website & Annotations……………………………..…..30%
Theory-to-Pedagogy Assignment……………………………...…..25%
Quizzes & Final Exam..……………...………............................…20%

Attendance and Participation

Because this is a graduate seminar and because your course grade will be influenced by your
in-class participation and your preparedness, regular, punctual attendance seems to be the most logical
approach. More than one absence, whether excused or unexcused, will affect your course grade by
one letter per absence; you may also be asked to withdraw from the course.
Do complete the assigned reading/writing on the days listed and come prepared to participate in
class discussion. No late papers will be accepted except if you are absent (then, you may turn in your
assignment the following week; do attach a medical excuse to your assignment).
Student questions and debates all contribute to the overall growth of knowledge for the class.
Learning studies show that in general, if a person has a question, then at least 1/3 of the other people
in the class also have that question—SO ASK! You will encounter a number of interesting and perhaps
controversial topics in this course, and you will not always agree with me or with each other. Learning to
listen and understand different points of view is critical to class discussion. Careful listening also helps
avoid needless repetition—a factor that your classmates will appreciate! Should your participation be
minimal, the instructor may deduct up to one letter grade from your final grade.
Note on civility and professionalism: Students are expected to assist in maintaining a classroom
environment that is conducive to learning. To ensure all students have the opportunity to gain from the
time spent in class, students are prohibited from engaging in any form of distraction. Inappropriate
behavior in the classroom shall result, minimally, in a request to leave class. Cell phones should be
turned off or set to “vibrate/buzz only” before you come to class. If you must take a call, please step
into the hallway to talk. See Student Code of Conduct: www.utsa.edu/osja/conductoutline
Ethical breaches in your research, tardiness, unexcused absences, and/or lack of commitment
to the course and your work will effect your standing is course. Work submitted for this course may not
be submitted for credit in any other courses and vice versa.

Book Review & Discussion

By the first week, you will have chosen one book to review (see attached list; if you prefer to
review a series of 8-10 journal essays on a particular topic rather than review a book, we can negotiate
on what might be included. Available until the second week of the semester.). Read it carefully and
develop a 2,000 word written overview that includes the following information: historical background &
context, major trends & beliefs, chapter summaries, controlling themes, author’s philosophy of
teaching/bias, and insights/contributions to theories, practices of teaching writing, chapter summaries,
and a sample writing assignment. For a discussion of what a book review entails, you might check book
reviews at the Composition Studies website: http://www.compositionstudies.tcu.edu/bookreviews.html.
Please make copies of your review for each member of the course.
After a 15-minute overview of your book review, your next goal and objective are to encourage
and facilitate a lively, enlightening discussion. Conduct/moderate a 20-minute discussion with the class.
Feel free to utilize whatever techniques you may wish to make class interesting. Stay away from verbal
hesitations (errs, ums, you knows, I thinks, etc.). Have a well-defined, legible game plan. Please don't
read us your notes or your review. Note: if you need clarification, a pep talk, or strategies while
preparing for this discussion, see me—preferably a week before you're scheduled to lead the
discussion.
Note: Books that are unavailable at the UTSA library can be interlibrary-loaned. Since it takes an
average of 5-7 business days for an interlibrary loan item to arrive, you’ll want to plan accordingly.
Renewals are prohibited for interlibrary loaned books.
 ENG 5183: Teaching Composition 3
Founder’s Website
This assignment requires you to research the teaching, scholarly, and professional contributions of a
founding compositionist. Read and annotate that compositionist’s works. Read and annotate any works
about that compositionist. Write a 750 word overview that describes and evaluates that person’s
influence and legacy, focusing particularly to that person’s theoretical and pedagogical contributions. If
that compositionist is still alive, you may want to write to him/her and conduct an interview although this
step is optional. The information will be made available online at the following URL:
http://comppile.tamucc.edu/wiki/CompositionFounders/HomePage . You may decide if you wish to be
credited publicly for that work. Includes a 10 minute presentation, accompanied by a one-page handout
that provides an abstract of your overview and a writing assignment. Be prepared to conduct some
discussion.
 Baumlin, James S.  Davis, Vivian I.  Larson, Richard L.
 Berthoff, Ann E.  de Beaugrande, Robert  Lloyd-Jones, Richard
 Bitzer, Lloyd  Farrell, Thomas J.  Moffett, James
 Booth, Wayne  Gebhardt, Richard C.  Murphy, James J.
 Braddock, Richard  Gerber, John C.  Murray, Donald M.
 Britton, James  Gorrell, Robert M.  Sirc, Geoffrey
 Campbell, Kermit  Graves, Richard L.  Smitherman, Geneva
 Christensen, Francis  Hillocks, Jr., George  Stewart, Donald C.
 Coe, Richard M.  Hoover, Regina  Weathers, Winston
 Corbett, Edward P.J.  Horner, Winifred Bryan  Winterowd, W. Ross
 Corder, Jim W.  Irmscher, William F.  Young, Richard
 D’Angelo, Frank J.  Kelly, Lou

Theory-to-Pedagogy Assignment
At the end of the semester, we will have a hefty “assignment bank,” ideas for assignments from
which we can “borrow.” Since much of teaching hangs on “what-to-do-in-class-on-Monday” with very
little time for reflection, I am asking you to this opportunity for reflection, to work out carefully an
assignment based on a theoretical concept that you find intriguing. The purpose then is to not only
supply an assignment that can be used or modified, but more importantly to inspire, to provoke
reflection, to offer unique approaches, to suggest possibilities, and even to challenge prevailing beliefs.
Begin with a theoretical rationale which explains the assignment’s theoretical frame. Then, provide a
syllabus that ranges over 2-4 weeks and lists the daily activities. You may include small assignments
that lead up to a larger assignment. Include an assessment apparatus and a list of learning outcomes,
that is, what students should be able to achieve at the end of the assignment. In addition to a focus on
“what-to-do,” you will also want to consider what students and their teacher are learning and why.
Situate your assignment within a larger concern in the field of composition studies and how that
assignment adds to/complicates/calls into question commonly held ideas about (teaching) writing.

Quizzes and Final Exam

 ENG 5183: Teaching Composition 4
Quizzes: There may be pop quizzes covering the
assigned reading, lectures, class discussion, and student
presentations. Be prepared! Quizzes can be conducted
at any time during the class period. A missed quiz
cannot be made up for any reason. Since lecture and
discussion will be subject to quizzes, students cannot
show up sporadically and still expect to succeed in the
quizzes. You may drop one quiz at the end of the
semester.
Final Exam: A comprehensive final exam will be
conducted on Monday, 15 December, 5:00-7:30 p.m.
There will be short answer and essay questions.
Students may bring to the exam one 8.5 x 11” piece of
paper with notes. Those notes must be turned in with the
final exam. After the final grade is submitted, students
may review their final exam but cannot take it with them.

Journals in Rhetoric and Composition

 College Composition and Communication  Readerly/Writerly Texts*
 College English  Reading Research Quarterly
 Composition Studies/Freshman English News*  Reading Teacher
 Computers and Composition  Research in the Teaching of English
 Enculturation*  Review of Education, Pedagogy, Cultural Studies*
 English Journal  Rhetoric Review*
 Writing on the Edge  Rhetoric Society Quarterly
 Journal of Advanced Composition  Teaching English in the Two Year College*
 Journal of Basic Writing*  The Writing Instructor*
 Journal of Teaching Writing*  World Englishes
 Kairos*  WPA: Writing Program Administrator
 Pedagogy*  Written Communication
 Pre/Text*  Writing Center Journal

*Note: First, check the E-Journal locator off the UTSA library home page as full text is available for many of these
journals. For browsing the tables of contents of journals, use the UNCOVER database available at:
www.ingenta.com. In addition, many essays are available off www.jstor.org.

Online Resources in Rhetoric and Composition

 National Council of Teachers of English, www.ncte.org
 CompPile, an inventory of publications in post-secondary composition, rhetoric, technical writing, ESL, and
discourse studies, www.comppile.org
 Bibliographies galore compiled by Becky Howard, http://wrt-howard.syr.edu/bibs.html
 The CCCC Bibliography on Rhetoric and Composition, 1984-1999, http://www.ibiblio.org/cccc/
 WPA (Writing Program Administrator) Listserv, an online discussion board for anyone who’s anybody in
rhetoric and composition, (to subscribe) http://www.wpacouncil.org/wpa-l; (archives)
https://lists.asu.edu/cgi-bin/wa?A0=WPA-L
 ENG 5183: Teaching Composition 5
ENG 5183 Semester Syllabus (Fall 2008)
Week 1 -- 1 September
 Labor Day – no class

Week 2 -- 8 September
 Introductions; course expectations, goals, syllabus, assignments; book review project
 Discussion – what is English?; what are the goals, purposes, and objectives of
English composition?
 Lecture – Major theories, approaches, disciplinary trends & epistemologies (product,
process, social construction, expressivism) in teaching composition; what is the
relationship of theory and practice?
 Reading – GCP Process (please read before coming to class)
 Reading – (1) Fulkerson, Richard. “Composition at the Turn of the Twenty-First
Century,” CCC 56 (2005): 654-87; (2) Downs, Doug and Elizabeth Wardle. “Teaching
about Writing, Righting Misconceptions.” College Composition and Communication
58.4 (2007): 552-84; (3) Lindeman, Erika, “Three Views of English 101,” CE 57.3
(1995): 287-302; (4) Tate, Gary, “Notes on the Dying of a Conversation,” CE 57.3
(1995): 303-309. (please read before coming to class)

Week 3 -- 15 September
 Reading – GCP WAC
 Reading – (1) Smagorinsky, Peter. "Constructing Meaning in the Disciplines:
Reconceptualizing Writing across the Curriculum as Composing across the
Curriculum." American Journal of Education 103 (February 1995): 160–84; (2) Odell,
Lee, and Burt Swersey. “Reinventing Invention: Writing Across the Curriculum without
WAC.” Language and Learning Across the Disciplines 6.3 (2003); (3) Flower, Linda S.
and John R. Hayes “Problem-Solving Strategies and the Writing Process.” CE 39.4
(1977): 449-461.
 Pedagogy – Strategies for using process and revision
 Visitor: Gail Pizzola

Week 4 -- 22 September
 Reading – GCP Cultural Studies and Critical Pedagogy
 Reading – (1) Giroux, Henry, “Cultural Studies and the Culture of Politics,” Journal of
Advanced Composition 20.3 (2000): 505-40; (2) Berlin, James, “Poststructuralism,
Cultural Studies, and the Composition Classroom,” Rhetoric Review 11.1 (1992):
16-33; (3) Spidel, Cathy, and William Thelin, "Not Ready to Let Go: A Study of
Resistance to Grading Contracts" Composition Studies 34.1 (2006): 35-68; (4)
Stenberg, Shari J., “Liberation Theology and Liberatory Pedagogies: Renewing
the Dialogue,” CE 68.3 (2006): 271-290.
 Pedagogy – Strategies for responding to student work
 Book Review/Discussion – Welch (Ortega)

Week 5 -- 29 September
 Reading – McComiskey
 Pedagogy – Strategies for developing writing assignments
 ENG 5183: Teaching Composition 6
 Book Review/Discussion – Dumbar-Odom (Wheeler)

Week 6 -- 6 October
 Reading – GCP Expressive and Collaborative
 Reading – (1) Bartholomae, David. "Writing with Teachers: A Conversation with Peter
Elbow." CCC 46 (February 1995), 62–71; (2) Elbow, Peter. "Being a Writer vs.
Being an Academic: A Conflict in Goals." CCC 46 (February 1995): 72–83; (3)
Bruffee, Kenneth A. "Collaborative Learning and the 'Conversation of Mankind.'"
CE 46 (November 1984): 635–52; (4) Trimbur, John. "Consensus and Difference
in Collaborative Learning." CE 51 (October 1989): 602–16.
 Pedagogy – Strategies for group work and discussion
 Book Review/Discussion – Micciche (Cox)

Week 7 -- 13 October
 Reading – GCP Feminist
 Reading – (1) Bauer, Dale. “The Other 'F' Word: The Feminist in the Classroom.” CE
52 (1990): 385–96; (2) Jarratt, Susan C. "Feminism and Composition: The Case
for Conflict." Contending With Words: Composition and Rhetoric in a Postmodern
Age. Eds. Patricia Harkin and John Schlib. New York: MLA, 1991. 105-123; (3)
Lamb, Catherine E. "Beyond Argument in Feminist Composition." CCC 42 (1991):
11–24; (4) Lunsford, Andrea. “Aristotelian vs. Rogerian Argument: A
Reassessment,” CCC 30.2 (1979): 146-51; (5) hooks, bell. “Engaged Pedagogy.”
Teaching to Transgress: Education as the Practice of Freedom.” New York:
Routledge, 1994. 13-22.
 Pedagogy – Strategies for integrating issues of materiality
 Book Review/Discussion – Sheridan-Rabideau (Mulkey)

Week 8 -- 20 October
 Presentations – Founder’s Websites; have handout ready; you may turn in files
digitally by 11:59 p.m. on 21 October.

Week 9 -- 27 October
 Reading – GCP Community-Service Learning
 Reading – (1) Schutz, Aaron, and Anne Ruggles Gere. "Service Learning and English
Studies: Rethinking 'Public' Service." CE 60 (1998): 129–48.
 Reading – Flower ch 1, 2, 3, 4
 Pedagogy – Strategies for using writing portfolios
 Book Review/Discussion – Mathieu (Barki)
 ENG 5183: Teaching Composition 7

Week 10 -- 3 November
 Reading – GCP Basic Writing
 Reading – (1) Soliday, Mary. "From the Margins to the Mainstream: Reconceiving
Remediation." CCC 47.1 (February 1996): 85–100; (2) Hartwell, Patrick.
“Grammar, Grammars, and the Teaching of Grammar.” CE 47.2 (1985): 105-27.
 Reading – Flower ch 5, 6, 7, 8, 9, 10
 Pedagogy – Strategies for teaching grammar
 Book Review/Discussion – Mulroy (Coleman)

Week 11 -- 10 November
 Reading – GCP Rhetorical
 Reading – (1) Berlin, James A. "Rhetoric and Ideology in the Writing Class." CE 50
(September 1988): 477–94; (2) Killingsworth, M. Jimmie. “Rhetorical Appeals: A
Revision.” Rhetoric Review 24.3 (2005): 249–63; (3) Lunsford, Andrea A., and
Lisa S. Ede. "Classical Rhetoric, Modern Rhetoric, and Contemporary Discourse
Studies." Written Communication 1 (January 1984): 78–100; (4) Pixton, William.
“The Triangle and the Stance.” Rhetoric Society Quarterly 17.3 (1987): 263-79.
 Pedagogy – Strategies for using the rhetorical triangle
 Book Review/Discussion – Killingsworth (Tougaw) and Ballif (Pena)

Week 12 -- 17 November
 Reading – GCP Technology
 Reading -- (1) Yancey, Kathleen Blake. “Made Not Only in Words: Composition in a
New Key.” CCC 56.2 (2004): 297-328.
 Reading – Davis and Shadle ch 1 & 2
 Pedagogy – Strategies for teaching with technology
 Book Review/Discussion – Banks (Manboard)

Week 13 -- 24 November
 Reading – Davis and Shadle ch 3, 4, 5
 Pedagogy – Strategies for teaching with technology
 Book Review/Discussion – Howard and Robillard (Glasscock)

Week 14 -- 1 December
 Theory-to-Pedagogy assignment and presentations due
 Overview – Final Exam

Week 15 -- 8 December
 Study Day -- No Class

Week 16 -- 15 December
 Final Exam, 5:00-7:30 p.m.