This course provides an opportunity for you to design (and practice teaching) engaging writing courses that help students achieve the learning outcomes for Emory’s first-year writing program. You will participate in a number of activities central to post-secondary instruction in composition, including outcomes generation and customization, assignment and syllabus development, and scoring guide/rubric development and application. You will respond to sample student papers and conduct lessons and activities that integrate the texts you have selected. You will also observe and reflect on the classroom practices of a peer teaching a first-year course and your own teaching performance (via video capture). These activities are informed by praxis-oriented readings selected to broaden your knowledge of writing instruction in the first-year course and across the curriculum.
By the time you finish this course, you should be able to
- Describe the importance of “rhetorical conceptualization” and integrate a rhetorical lexicon into your course.
- Develop assignments and lessons that enable multilingual speakers to leverage their language abilities and experiences.
- Practice traits of a reflective instructor by evaluating and improving upon what you learn from planning and delivering lessons.
- Develop process-oriented strategies for teaching students to write in various genres about complex ideas and reading materials.
- Use writing to help students practice various critical thinking skills (e.g., analysis, synthesis, critique, interpretation, exemplification, definition, problem solving, and evaluation).
- Apply techniques that involve students in meaningful collaboration (e.g., peer review).
- Respond helpfully to student writing and develop valid grading tools (e.g., rubrics/scoring guides).
- Participate constructively in programmatic assessment activities.
- Develop a theoretically-informed, evidence-based statement of teaching philosophy.
- Develop short proposals for internally funded pedagogical grants.