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Drew University Composition Program
Instructor's
Handbook & Guide
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This Handbook and Guide is organized around the twenty questions that I
believe composition teachers need to ask in order to design and teach a
course that best serves any specific group of students. In this
case, the answers to those questions are specific to Drew. When
you are hired to teach writing elsewhere, I recommend that you find the
answers to these questions for that college and modify your course
design and pedagogy appropriately.
| 1. |
Introduction:Assessing
your feelings about the course, your teaching philosophy, etc. |
2.
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The
Drew Composition Program
"Composition
and the Liberal Arts,"
"Philosophy
of the Drew Composition Program,"
"Methodology
and Pedagogyof the Drew Composition Program,"
"Composition
and Technology @ Drew"
The
Writing Requirement,
The Courses |
3.
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The
Drew students you will teach
Student profile
The
Placement process,
The kind
of instruction your students will need (Engl.
1-A, Engl.
1, Engl.
2) |
4.
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The
programmatic goals for Drew writing courses
English
1-A,
English
1,
English
2. |
5.
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Course
and Syllabus design
Questions
to ask yourself as you design your syllabus and course
What
to include in your syllabus
On-line
links for students
Sample
Syllabi
The Drew
Calendar
Significant
dates: Spring 2002 |
6.
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Pedagogy
and related issues
Optimism and
reflective teaching
Writer's workshops
Making use of
technology
Four teaching
styles
Authority in the
classroom |
7.
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Assessing and Grading Student Work
The portfolio in
English 1-A and English
1
Portfolio grading
rubric (ENGL 1-A mid-term, ENGL 1-A Final; ENGL
1 mid-term, ENGL
1 Final)
Commenting on
papers -- "Minimal
Marking"
The model of the
writing teacher as coach
The shift to
writing teacher as evaluator
General grade
descriptions |
| 8. |
Potential
problems (and how to have a life while teaching) |
| 9. |
Drew
information & policies
The
Writing Requirement
The
Library component of English 1 and 2
Standards
of Academic Honesty and what to do if you suspect someone of violating
them
FERPA Guidelines
ADA
regulations and working with learning disabled students
Components
of a Drew syllabus
Grades
and grade guidelines
(and the portfolio rubric)
Relevant
faculty regulations |
| 10. |
Resources for
Writing Teachers |
| 11. |
Further
Reading |
| 12. |
The
Twenty Questions a Writing Teacher Should Ask |
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Afterward: Compiling a Teaching
Portfolio |
Those who are not currently teaching at Drew, and therefore not invited
to the Summer Workshop for Teachers of Writing, may find the graduate
course "Composition Theories and Practice" (ENGL
850S) useful along with the texts listed as further reading.
This page is part of a
handbook written by Sandra Jamieson for Drew University Composition
Instructors. Please don't reproduce any parts of it without telling me.
You are welcome to link to anything in this handbook that you find
useful, but again, please tell me
you've done that. Thanks!
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