ENGL 583

Fall 2019 All Classes

All Classes

Topics Writ Pedagogy & Design

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Credit: 4 hours.

Examines the relationships among writing studies, theories of pedagogy, and the practice of the writing teacher and administrator. Also focuses on particular problems or particular schools of thought. Typical topics include Writing Program Design and Administration; Writing, Thinking, and Problem Solving; The Classroom as a Research Site; Collaborative Learning; and Writing Across the Curriculum and Discourse Communities. Requirements will vary with instructors and topics.

Same as CI 566. May be repeated to a maximum of 8 hours. Prerequisite: Graduate standing in writing studies or consent of instructor.

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ENGL 583 class schedule data for fall 2019
	CRN	Type	Section	Time	Day	Location	Instructor	Section Details
	39503	Lecture-Discussion	F	2:00PM -4:50PM	W	127 English Building	Mortensen, P	Part of Term: 1 Date Range: 08/26/19-12/11/19 Section Title: Researching Pedagogical Resrch Section Info: Topic: Researching Pedagogical Research. What has research in writing studies done for college composition pedagogy? We will seek answers to this and related questions in the field’s professional literature, assessing how (and how well) the literature has addressed the perceived needs of student writers and their teachers. We will examine, too, how (and how well) writing studies research has attended to the institutional settings in which teachers and students labor. That these labors are sometimes alienated from the work of research is no secret. We will explore who benefits from and is harmed by this alienation, and will speculate about what would happen were the divide between teaching and research better bridged. Two recent attempts at such bridging—Writing about Writing and Teaching for Transfer—are among several examples we will investigate. Our investigation will include considerations of practicality, which will lead us to review how faculty effort in the humanities is typically allocated across categories of teaching, research, and service, and how these categories are typically proportioned according to institutional mission. Comparative cases drawn from arts and STEM disciplines will provide additional perspectives on domain-specific pedagogical research. Seminar presentations and papers will be shaped to accommodate various audiences that have a stake—or believe they have a stake—in how college composition is taught. Restriction(s): Restricted to Graduate - Urbana-Champaign.