teaching writing

fall 2019:Engl 5010:nathaniel a. rivers

office hours: MW 1000-1200
“Indeed the walker in the labyrinth, having no goal, no end in sight, always waiting, ever present, exposed yet
astonished by the world through which he fares, has nothing to learn and nothing to teach.”
-Tim Ingold, “Education and Attention”

Introduction
Welcome to English 5010. This proseminar has three primary goals, listed here in descending order of
importance:
1. prepare you to teach English 1900 in SLU’s Writing Program
2. cultivate you as a university-level teacher
3. enculturate you into the field of rhetoric and composition
We will primarily meet these goals by reflectively working through the major assignments of English 1900
itself. The best way for someone to learn to teach the course is to actually try it and see how it works.
Additionally, we will achieve these goals via a number of means:
• reading, including pedagogical, theoretical, and student texts
• discussing key concepts, ideas, and themes
• writing (analytical, reflective, and argumentative) in response to this reading
• practicing responses to actual student texts
• meeting with instructor to discuss progress
By the end of the course, we will have achieved the following outcomes. You will be able to:
• prepare your own adapted version of English 1900
• justify it theoretically, both in writing and in speaking
• plan and deliver lessons and writing assignments
• respond formatively and summatively to student writing
In addition to these specific goals, we will explore what is it teach and what is it to learn. This
exploration will of necessity be far reaching: any discussion of teaching and learning is also a discussion
of environment, embodiment, and cognition. Sociality and identity are also present and at stake here.
How do we come to know both our worlds and ourselves; how can we come to help others know
themselves and their worlds? There is, then, a profound ethical component to teaching. The word
educate, etymologically, is to lead out, to draw out, to bring forth. We will thus ask to where are we
leading them, what are we drawing out, and who are we bringing forth?

Course Texts
• The Oxford Guide to Composition Pedagogy 2nd Edition by Gary Tate, Amy Rupiper
Taggart, Kurt Schick, and H. Brooke Hessler (ISBN: 9780199922161)
• Writing as a Way of Being by Robert Yagelski (ISBN: 9781612890579)
• Rhetoric as a Posthuman Practice by Casey Boyle (ISBN: 9780814254974)
Additional readings will shared via our Google Drive folder.

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Course Elements
Class Observation
By Week 12, you will complete a class observation of another graduate instructor. You will meet with the
instructor, discuss that instructor’s plans for the day in question, observe the class, take basic descriptive
notes, and then write up your observations. The 1,000-word observation should analyze what you saw,
and should connect those thoughts to 2-3 course readings. Use these readings to organize your thinking
about the class meeting you observed. (The purpose of this assignment is not simply to describe the
class.)

Research Binder
At the conclusion of this course, you will submit a research binder. This binder will include every piece of
paper you generate over the course of the semester. The binder is thus an archive. As an archive, it
should have an organizational scheme that makes it accessible to both you and your instructor. Individual
entries should be dated and described (e.g., quiz, reading-journal, notes, etc.). In addition to labeling
individual entries, the binder itself should be organized in a coherent, compelling and accessible way. As
an archive, it should trace the work of cultivating yourself as a teacher. Your binder should archive the
following items:

1. In-class Writing/Take-Home Assignments: Occasionally, you will be asked to write in class,

and sometimes you’ll be asked to do short writing assignments at home.

2. Double-Entry Reading Journal: For at least three of our readings per week, you’ll complete a
journal entry that including the following items:
a. The source formatted according to MLA, current edition.
b. A 100-word summary of the source’s content.
c. Three key quotations from the source.
d. Three responses, one for each quotation. These responses should ask questions, make
connections, offer challenges—anything that engages with you with the quotation
beyond simply paraphrasing it.

Either written or typed, your reading journal should follow this format:

Today’s Date
Rorty, Richard. “Religion as a Conversation Stopper.” Philosophy and Social Hope. Penguin, 2000.
168-74.

In this short chapter, Rorty argues that appeals to religion stop conversations instead of continuing
them. When someone says, “I believe such-and-such because of my religion,” there’s no way to
engage in further debate. Rorty sees this as a problem because….

Quotation Response

“Contemporary liberal philosophers think that
we shall not be able to keep a democratic
political community going unless the religious
believers remain willing to trade privatization for
a guarantee of religious liberty….” (170-71).
What Rorty is saying is that liberal philosophers
now believe that we can only maintain
democracy if religious believers privatize their
religion, by which he means that they keep it to
themselves, out of the public square…

Example 2…

Example 3…

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 3. In-Class Notes: Follow this resonant format for your in class-notes, using the affordances of
your double-docket legal pad. This format requires you to annotate your own notes as one
might annotate readings. These annotations serve both a formative and an archival purpose.

Annotations (after class) Notes (in class)

What Aristotle means is that the August 28, 2019

rhetorician can see how people might
think through possibilities specific
situation.
Every situation is different, a different
context and a different audience. So the
way you talk about something will be
different in those different situations.
Rhetoric doesnt deal with universal
Available Means: Rhetoric is the ability to see the available means of
persuasion in every given case
Aristotle: Greek philosopher 384-322. Came up with idea of available
means.
Connotation vs. denotation: connotation is how a word feels; denotation is
what a word means.
! School vs. education…one has a more sophisticated

problems…it deals with specific connotation.

problems. ! Romance vs. relationship…they can refer to the same thing, but

the words will have different feelings, different attitudes.

I have to ask about this tomorrow!!!

Annotated Articles: You are expected to fully engage the readings of this course. The key to
engaging readings is annotation: underline key quotes, make notes in the margins, write
questions in the header and/or footer of the page, highlight, use stickies or tape flags. Whatever
combination of tactics you choose, the overall strategy should result in readings well and truly
marked up.

Dissoi Logoi
Continues a venerable rhetorical practice of asking students to argue on both sides (or multiple sides) of
a given case. By so doing, you are better able to understand an argument from all sides. In place of a
traditional research paper, in which one usually argues one thesis and supports it with research sources,
you will adopt at least two theses—if not more—and support both of them with sources. You might do
this by composing multiple essays, or even a single essay that simply lays out the competing arguments.

Student of Purpose
Marks the intervention stage of the rhetorical project. In this assignment, you adopt a position and argue
for it to a particular audience and in a particular situation. In this document, you articulate a purpose, an
audience(s), and a particular context or situation. This assignment does not perform so much as offer a
blueprint for a rhetorical performance.

Multimedia Assignment
Performs the intervention outlined in the statement of purpose. You do this in some medium, whether
visual, aural, digital, or some combination thereof. The choice depends on the purpose, audience, and
context you are addressing. To explain and justify the choices, you will also write a “Process Paper,”
which essentially offers an analysis and defense of what you’ve done for your multimedia project.

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Teaching Philosophy
The teaching philosophy is a 1,500-word document that outlines and Class Observations 10%
advocates for your theory of a writing course. The document presents
Research Binder 20%
an argument justifying the way you approach teaching first-year
writing. Teaching philosophies normally layout several guiding Dissoi Logoi 20%
principles that are elaborated through concrete examples of those Statement of Purpose 10%
principles in action. You will compose your teaching philosophy
Multimedia Assignment 20%
throughout the semester using Google Drive: this public composition
will allow opportunities for ample feedback. As teaching philosophies Teaching Philosophy 20%
are an important job search document, this assignment also aims at
Total 100%
your professionalization.

Attendance
I expect you to be here every day, but you should definitely not miss more than one class. Two or more
absences will have an adverse effect on your grade.

SLU Statement of Academic Integrity

The University is a community of learning, whose effectiveness requires an environment of mutual trust
and integrity, such as would be expected at a Jesuit, Catholic institution. As members of this community,
students, faculty, and staff members share the responsibility to maintain this environment. Academic
dishonesty violates it. Although not all forms of academic dishonesty can be listed here, it can be said in
general that soliciting, receiving, or providing any unauthorized assistance in the completion of any work
submitted toward academic credit is dishonest. It not only violates the mutual trust necessary between
faculty and students but also undermines the validity of the University’s evaluation of students and takes
unfair advantage of fellow students. Further, it is the responsibility of any student who observes such
dishonest conduct to call it to the attention of a faculty member or administrator.

Student Conduct
This course’s code of student conduct is informed by Saint Louis University’s own code of student
conduct, best encapsulated by the following statement:
“All members of the University community are expected to contribute to the development and
sustainability of community through word and action. Our community is characterized by respect
for the dignity of others, honesty, and the pursuit of truth.”
Insults, slurs, or attacks of any kind are not allowed in this class. Any student who engages in this type of
behavior in the classroom will be permanently removed from the class. In order to have an effective
teaching and learning environment we must practice both respect and tolerance, without question. The
remainder of the university’s code of student conduct can be found at www.slu.edu/x24293.xml.

Special Course Policy

In addition to standard course policies and expectations, ENGL 5010 has a policy unique to itself: no
complaining about students. Let me explain:

• Complaining about or being critical of our students often works as a self-fulfilling prophecy.
That is, regular complaints about students encourage teachers to expect complaint-worthy
students. It doubles down on negativity rather than working as a relief valve.

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 • Complaints about students, as a pedagogical practice, do little to make us better teachers.
They shift the critical gaze and the burden of responsibility on to the students rather than the
teacher. Students might very well be terrible (my mantra, after all, is that nothing ruins good
pedagogy like students), but we learn nothing, gain nothing, by saying so.
Generosity all around is expected. We interact with our students but a fraction of their lived
experience: we see them on particular days, at particular times, in particular circumstances, and during a
particular point in their lives.

Title IX Statement

Saint Louis University and its faculty are committed to supporting our students and seeking an
environment that is free of bias, discrimination and harassment. If you have encountered any form of
sexual misconduct (e.g. sexual assault, sexual harassment, stalking, domestic or dating violence), we
encourage you to report this to the University. If you speak with a faculty member about an incident of
misconduct, that faculty member must notify SLU’s Title IX coordinator, Anna R. Kratky (DuBourg Hall 36;
anna.kratky@slu.edu; 314-977-3886) and share the basic fact of your experience with her. The Title IX
coordinator will then be available to assist you in understanding all of your options and in connecting
you with all possible resources on and off campus. If you wish to speak with a confidential source, you
may contact the counselors at the University Counseling Center at 314-977-TALK. View SLU’s sexual
misconduct policy: http://www.slu.edu/about/safety/pdfs/sexual-misconduct-policy-version7.0.pdf.

University Writing Services

Students are encouraged to take advantage of University Writing Services in the Student Success Center;
getting feedback benefits writers at all skill levels. Trained writing consultants can help with writing
projects, multimedia projects, and oral presentations. University Writing Services offers one-on-one
consultations that address everything from brainstorming and developing ideas to crafting strong
sentences and documenting sources. For more information, visit https://www.slu.edu/life-at-slu/student-
success-center/ or call the Student Success Center at 314-977-3484.

Basic Needs Security

Students in personal or academic distress and/or who may be specifically experiencing challenges such
as securing food or difficulty navigating campus resources, and who believe this may affect their
performance in the course, are encouraged to contact the Dean of Students Office
(deanofstudents@slu.edu or 314-977-9378) for support. Furthermore, please notify the instructor if you
are comfortable in doing so, as this will enable them to assist you with finding the resources you may
need.

English as a Second Language

Help is available at the ESL Resource Center, where tutors are specialized to work with second-language
concerns. They work with any international student, undergraduate or graduate, who wishes to seek
assistance. In one-on-one consultations and workshops, our ESL writing coaches provide feedback and
offer strategies to improve your writing at every stage, from brainstorming for ideas to polishing final
drafts. We also offer workshops and individual assistance in other language-related areas, including
TOEFL test-taking strategies, multi-media projects, grammar, research, and conversation skills. For more
information, to make or cancel an appointment contact Christian Rayner at 314-977-3052 or visit
www.slu.edu/x49411.xml.

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Students with Special Needs
In recognition that people learn in a variety of ways and that learning is influenced by multiple factors
(e.g., prior experience, study skills, learning disability), resources to support student success are available
on campus. Students who think they might benefit from these resources can find out more about:
• Course-level support (e.g., faculty member, departmental resources, etc.) by asking the
course instructor.
• University-level support (e.g., tutoring/writing services, Disability Services) by visiting the
Student Success Center (BSC 331) or by going to www.slu.edu/success.
Students who believe that, due to a disability, they could benefit from academic accommodations are
encouraged to contact Disability Services at 314-977-8885 or visit the Student Success Center.
Confidentiality will be observed in all inquiries. Course instructors support student accommodation
requests when an approved letter from Disability Services has been received and when students discuss
these accommodations with the instructor after receipt of the approved letter.

Assessment and Submission of Work

The Saint Louis University Department of English is committed to excellent and innovative educational
practices. In order to maintain quality academic offerings and to conform to relevant accreditation
requirements, we regularly assess our courses and programs for evidence of student learning outcomes
achievement. For this purpose, we keep on file representative examples of student work from all courses
and programs such as: assignments, papers, exams, multimedia presentations, portfolios, and results
from student surveys, focus groups, and reflective exercises. Thus, copies of your work for this course—
including exams, presentations, submitted papers or other assignments—may be kept on file for
institutional research, assessment and accreditation purposes. All samples of student work will be
anonymized before they are used in assessment exercises. If you prefer that the Department of English
does not keep your work on file, you need to communicate your decision in writing to your instructor.

Course Schedule
Week 1 | August 28 | Introducing Teaching

• Read: Yagelski, Writing as a Way of Being: chapter 1

• Read: Introducing Teaching folder
Reading Order: Freire, Tompkins, Readings, Ingold (“The Maze and the Labyrinth” &
“Education and Attention”)

Week 2 | September 4 | What Are We Doing Here?

Read: Yagelski, Writing as a Way of Being: remainder

Week 3 | September 11 | What Are You Doing Here?

• Read: Easterling, “No You’re Not”

• Read: Ong, “Writing is a Technology that Restructures Thought”
• Read: Miller, “The Arts of Complicity”

Week 4 | September 18 | The Rhetorical Situation

Read: The Rhetorical Situation folder

Reading Order: Bitzer, Vatz, Consigny, Booth, Biesecker, Edbauer, Rickert

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Week 5 | September 25 | Responding to Student Writers, Part I

• Read: Tate, et al., “Introduction” (Oxford Guide)

• Read: Anson, “Process” (Oxford Guide)

Week 6 | October 2 | Writing and Research

• Introduce: Dissoi Logoi Assignment

• Read: Howard and Jamieson, “Researched Writing” (Oxford Guide)
• Read: Researched Writing folder
Reading Order: Cooper, Boyle, Norgaard, Schick

Week 7 | October 9 | Responding to Student Writers, Part II

• Read: Responding to Student Writing folder selections: Lunsford and Lunsford, Williams, Hartwell
• Check: Research Binder

Week 8 | October 16 | Jesuit Pedagogy

• Read: “Ignatian Pedagogy: A Practical Approach”

• Read: “Characteristics of Jesuit Education”
• Read: Ratio Studiorum

Week 9 | October 23 | Argument, Part I

• Read: Responding to Student Writing folder selections: Haswell, Wilhoit, Anson et al.
• Read: Fleming, “Rhetoric and Argumentation” (Oxford Guide)
• Read: Argument folder selections: Bizzell, Lynch, et al., Corder
• Due: Dissoi Logoi

Week 10 | October 30 | Argument, Part II

• Read: Argument folder selection: Foss & Griffin, Jarratt, Kopelson

• Read: Micciche, “Feminist” (Oxford Guide)
• Introduce: Statement of Purpose Assignment

Week 11 | November 6 | Digital Rhetoric

• Introduce: Digital Rhetoric Assignment

• Read: Digital Rhetoric folder
Reading Order: Boyle et al., Rice, Shipka, Rivers, Ceraso
• Read: Brooke, “New Media” (Oxford Guide)
• Due: Statement of Purpose
• Due: List of Readings for English 1900
• collect 8-10 readings that you might want to assign for your own English 1900 theme
• assess resources already in the Writing Program folder
• talk to some of the instructors who are already teaching in that theme
• select your readings
• articulate readings in terms of conflicts/resonances
• share list with class

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Week 12 | November 13 | Digital Rhetoric Workshop

• Read: George, et al., “Cultural Studies” (Oxford Guide)

• Read: George, “Critical” (Oxford Guide)
• Check: Research Binder
• Due: Class Observation

Week 13 | November 20 | Lesson Planning

• Read: Lesson Planning folder

• Read: Burnham and Powell, “Expressive” (Oxford Guide)

Week 14 | November 27 | Thanksgiving Break

No Class (I recommend that you start reading Boyle about this time.)

Week 15 | December 4 | Revision

• Read: Teaching with Student Texts folder

• Read: Revision folder

Week 15 | December 11 | Practicing Practice

• Read: Boyle, Rhetoric as a Posthuman Practice

• Read: Lynch, “Shadow Living” (Drive)

• Due (December 13 by 5:00 p.m.): Multimedia Assignment

• Due (December 17 by 5:00 p.m.): Final Reflection & Binder
• Due (December 17 by 5:00 p.m.): Teaching Philosophy

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