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English 635

Introduction to Writing Center Theory and Practice

Course description (from graduate bulletin)

Introduction to primary texts in writing center scholarship; exploration of intersections between composition and writing center theory; writing processes and critical intervention; academic culture and literacies; diversity and the politics of literacy education. Required of all graduate assistants in English assigned to tutor in the writing center. Recommended for all graduate students with emphases in Rhetoric and Applied Writing, Teaching College English, and Teaching English as a Second Language.

Required textbooks

  • The Center Will Hold (2003)edited by Pemberton and Kinkaid
  • ESL Writers: A Guide for Writing Center Tutors (2004) edited by Bruce and Rafoth
  • The Allyn and Bacon Guide to Writing Center Theory and Practice (2001) edited by Barnett and Blumner
  • The Politics of Writing Centers (2001) edited by Nelson and Evertz

Other resources (not required)

The following books may help you with your writing and research projects.

  • Ethnography: Step by Step 2nd ed. by David M. Fetterman
  • Writing with Style: Conversations on the Art of Writing, 2nd ed. by John R. Trimble

Other texts

  • Various readings and handouts
  • Web Log  (653 Talk)

Assignments

Critical Responses.  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.

Each weekly response should be 500-750 words in length, double spaced etc.  There will be a total of ten responses—one for almost each week that you are assigned readings, except for the first week.  The purpose of the responses is to generate ideas for class discussion.  Responses should also provide you with ideas for your ethnographic project.

Ethnographic Research.  Consists of a short ethnography—collaboratively produced and one individual analysis.  See assignment sheet for details.

Grading point distribution

Responses and in-class participation      400 points

Ethnographic Project Analysis               200 points

Ethnographic Project (collaboration)     400 points

Total                                                  1000 points

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.