St. Cloud State University

English 353, Spring ‘07

Writing Center Theory and Practice (Practicum)

Course Description (from English Department web site)

Writing center scholarship and pedagogy: literacy theory, composition theory, history of individualized writing instruction; diversified and politics of literacy education; development of reflective tutoring practices. Required of all undergraduate students seeking employment as tutors in the writing center. Prereq.: 191.

This class is both seminar and practicum; it is not a lecture class.  After the first week, students will spend most of the class engaged in discussion of assigned readings and Write Place experiences and observations.

Course Goals

Students will

• understand writing center history and theory
• use basic theoretical perspectives to analyze writing center activity
• learn about writing issues of ELL, ESL, older, learning challenged, and other underrepresented groups
• learn about and develop strategies for their own tutorials
• develop and improve their own writing skills

Required Texts

ESL Writers: A Guide for Writing Center Tutors, edited by Shanti Bruce and Ben Rafoth

The Allyn and Bacon Guide to Peer Tutoring, 2nd edited by Paula Gillespie and Neal Lerner

The St. Martin’s Sourcebook for Writing Tutors, 2nd edited  by Christina Murphy and Steve Sherwood

Plus various handouts.

Assignments

10 Weekly responses (250-500 words)                                                200 points

2 Tutorial observation analyses (500 words)                                          300 points

Final paper (further development of one of the above responses)           400 points

Blog participation (minimum 10 posts)                                      ______100 points

Total                                                                                                  1000 points

General Assignment Information.  You should use the writing assignments to polish your own writing and to learn about writing so that you can more effectively help students in the writing center.  We will use some of your weekly writing assignments for tutoring practice.

Weekly Responses.   These are responses to assigned readings.  Each response is worth 20 points.  Responses should reflect your internal dialogue with the assigned readings for the week.  Express your approbation, your concerns, related personal experience, and/or any other ideas or philosophies the reading evokes.  The responses should not just regurgitate what you have read in the texts, they should engage the texts, tease out ideas, play with them, and interrogate them.

Tutorial Observation Analyses.  Each of these two analyses is worth 150 points.  For each analysis assignment, you will observe an experienced tutor for during a tutorial.  The analysis should attempt to integrate what you have learned from reading assignments and in-class discussions.  

Final paper.  For this assignment you will further develop one of your reading responses.  This assignment should integrate your response to the reading, class discussion, and your experience in the Write Place.   Should be 3 to 5 pages long, cited MLA style.

Additional requirement.  You should make a tutoring appointment at the Write Place for at least one of your papers (doesn’t have to be from this class).

Attendance Policy

Because this class meets only once a week, attendance is crucial.  One missed meeting will set you back; two missed meetings will earn you an F.  No exceptions.

In-class participation

It is crucial that you participate in class discussions, as this is a seminar—not a lecture class.  Your reading responses should provide the basis for discussion.  If conversation lags, I may ask individuals to read their responses

There is no room for academic arrogance or disrespect in this classroom.  Learning and the generation of creative ideas can most productively occur when everyone feels safe and respected.   However, safety and respect don’t preclude the lively exchange of ideas, debate, and challenge.  Unpacking ideas is sometimes a painful process.  Expect to be challenged.

Schedule of Assignments and Activities [1]

• Readings are due to have been read by the week in which they appear.  For example, the Gillespie and Lerner 1-72 assignment in Week 2 needs to have been read by class time that week (Jan. 31).

• Weekly responses are due at the end of class each week

[1] This schedule is subject to change.  I will make every effort to give you ample notice in advance of such a change.