IMPORTANT

Course
REQUIRED
INSIDE THIS INFORMATION
Description
TEXTS : :
Basic
Rose, Writing
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SYLLABUS
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Basic Writing as a@ProfHara
how to write specifically to meet the expectations of an
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Phone:
Course Policies
academic audience and have been debated. (361) 825-2360
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Portable storage medium (e.g. flash drive)
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In-Class Conduct
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Course Policies . . . . . . 3
budget-driven pressures to both recruit and retain as many students as we can,
Paper Format
even in an “elite” public institution such as Texas A&M University-Corpus Christi.
Academic Honesty
Diversity Statement
“Basic writing” questions are relevant to all levels of education, but we will focus on
Students with Disabilities
post-secondary teaching issues such as placement, assignments, definitions, and
Advising
related social, political, and historical issues to the teaching of basic writing.

For this course,

Course Policiesa. background
.....4 in composition theory is assumed; the theories of
writing as process
Office Hours and the history of composition and rhetoric will not be covered.
Those students
Course Calendarwho have not previously taken composition theory will be at a
disadvantage. All students, however, are expected to review references to major
Teaching Philosophy
theories/authors
Social Networkingif that is necessary to make readings clear.

Student Learning
Outcomes . . . . . . . . . . . 5
Listing
Graph
Table

Assignments/Grading . . . 6
Grade Distribution
Grading Scale

Assignments/Grading . . . 7
Grade Appeal Process
Graduate Student Standards
Questions

Daily Schedule . . . . . . . 8

Page 2
Course policies

Course Policies and Procedures

Attendance/Participation
Since this is a summer term, your attendance becomes vitally important. You must attend and be
on time for class, because the work we will do during class will be crucial to your understanding of
the material and your success in the course. In addition, as a graduate course, this is a
professional course, and you are expected to conduct yourself in a professional manner, which
includes good attendance. If you are alive, you need to be here. To be considered present, you
must be in class on time, participate in all class activities, and remain in class for the entire period.
• Absences
○ If dire circumstances cause you to miss class, let me know and I will work with you.
○ The only excused absence is a university sanctioned one. Extra-curricular (non-
academic) activities, studying for another course, breaking up with a boyfriend /
girlfriend, and very many similar issues are not sufficient cause to miss this class or
to be late with an assignment.
○ Excessive absences will lower your final grade: after one absence (which is the
equivalent to one week in a longer semester), you will lose one letter grade for each
additional absence.
○ At three or more absences, you will fail the course. (three weeks of instruction)
○ Missing class the day an assignment is due does not automatically mean you get
more time to complete that assignment.
• Tardies
○ If you arrive at class after your name is called, you are tardy. Two tardies equal one
unexcused absence.

Late Work
Because the summer session is so short and moves so quickly, I will not take your formal essays
late. The only exception is a verifiable catastrophe in your life. There are no other exceptions to
this rule.

Technology Issues
Graduate work relies heavily on access to computers, specific software, and the Internet. At some
point during the semester you WILL have a problem with technology: your laptop will crash, a file
will become corrupted, a server will go down, or something else will occur. These are facts, not
emergencies. Technology problems are no excuse for unfinished work. Count on "stuff" happening
and protect yourself by doing the following: Plan ahead – start early, particularly if scarce
resources are required. Save work often – at least every ten minutes. Make regular backups of
files in a different location from the originals. Save drafts of work at multiple stages. When editing
an image, set aside the original and work with a copy. Practice safe computing when surfing the
web and checking email. On your personal computer, install and use software to control viruses
and malware.

In-Class Conduct
In general, treat each other and me with respect and follow simple standards of common courtesy.
Here are a few specifics:
• Please turn off all cell phones or other electronic communication devices and place them out of
sight (in a bag, purse, pocket) while in class.
• Please do not bring food to class (it can be highly disruptive). If you wish to have a drink, as I
will usually have one, please make sure it has a secure lid.
• When group work is assigned in class, you must work in a group, not as an individual.
• During group work time, please stay on task and work cooperatively with other group members.

Page 3
Course policies

Course Policies and Procedures

Paper Format
All out-of-class writing, including rough drafts, must be word-processed and in the format
discussed in class. (This is generally double-spaced, normal font (Times New Roman or
Ariel) in a 12-point font, 1” margins.)

Academic Honesty/Plagiarism
The university will not tolerate plagiarism or any other form of intellectual/academic
dishonesty. Plagiarism is a serious violation of departmental and University policies, but it
is sometimes difficult to understand what plagiarism actually is. Often, students commit
unintentional plagiarism (not citing sources properly, for example), because they are
unaware of the standards that apply. In general, any work that contains material from
sources (including your textbooks) must be documented properly. Work that is turned in
for the course that is plagiarized will be failed. If you are unsure about your use of sources,
please consult with me or visit the writing center (in the TLC, in Library 216) for advice on
source documentation BEFORE the item is due. For this course, you must use either APA or
MLA citation style but be consistent. Any grammar handbook and many web sites have
directions on correct citation. You can find an excellent review of the various forms of
plagiarism, good for any teacher to review/use, at this link. It is long, but worthwhile.
(http://firstyear.tamucc.edu/wiki/Resources/PlagiarismTutorial).

Acceptance of Diversity
We are the most diverse campus, in terms of racial identity, in the Texas A&M system. This
means that we are all meeting and working with people who are different from ourselves in
terms of their identities: whether that is defined by their race, ethnicity, class, gender,
sexual orientation, and/or religion. Respecting and accepting difference is vital to your
success in this class, on this campus, as a future teacher in your own classroom, and in the
global community.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that
provides comprehensive civil rights protection for persons with disabilities. Among other
things, this legislation requires that all students with disabilities be guaranteed a learning
environment, which provides reasonable accommodation of their disabilities. If you believe
you are a student requiring an accommodation, please contact the Office for Students with
Disabilities at 825-5816. Students with special needs (recognized and documented by the
University) should notify me so we can discuss appropriate instructional aides or
accommodations. These conversations will be confidential.

Academic Advising
The College of Arts and Humanities requires that students meet with an Academic Advisor
as soon as they are ready to declare a major. The Academic Advisor will set up a degree
plan, which must be signed by the student, a faculty mentor, and the department chair.
The College's Academic Advising Center is located in Driftwood 203E, and can be reached at
825-3466. If your major is in another College (e.g., Education), please contact that college
for information and requirements about advising.

Page 4
Course policies

Course Policies and Procedures

Office Hours
During the office hours posted on the first page, I will be in my office and available to talk
with you about any questions, comments, or concerns you have about the course. Please
stop by and see me during these hours. If those hours do not work for you, email me, and
we will find a mutually convenient time.

Course Calendar
In the course calendar that follows, you will find what we will be doing each day, what you
are expected to read or write for homework. The course calendar is very important, and
you are responsible for completing all the assignments listed. Keep in mind, too, that
writing can be a longer process than I can image now as I construct this syllabus.
Therefore, I reserve the right to make changes to this syllabus as we move through the
semester. If we do make changes, do not be alarmed. The changes will most often help
you. Those changes, however, will NOT be to move a date up early; if I have to change a
date, it will be to give you more time.

Twitter and other Social Networking Tools

I am an avid social media user. As time allows, we will use some social networking tools in
class. In addition to regular office hours, I am on the Twitter network as @ProfHara. You
can follow me if you wish. In the Twitter space, you can ask brief questions (140
characters), and I will reply to you.

Philosophy of Teaching
My teaching philosophy centers on ideas of critical / relational pedagogy, and the central
goals are simple. The critical: I will challenge you to think differently about the writing,
about the world, and even about yourself. The relational: while the responsibility for
learning belongs to you, we will do the work together. I support your products and your
efforts.

Page 5

Student Learning Outcomes

Course Policies and Procedures

Student Learning Outcomes
In this course, you will:
 • critically discuss, analyze and synthesize current scholarship and major
questions/issues related to the teaching of basic writing,
• consider overlaps and concerns with other sub-fields of composition, and composition
broadly,
• become aware of the national organizations and professional resources available to
teachers of basic writing,
• connect national conversations regarding basic writing (both scholarly and otherwise)
with concrete teaching experiences and local institutions,
• define a personal philosophy of teaching basic writing, syllabus, and assignments
suitable to use in job applications, etc.

Please see the graphic below to understand how the course assignments will help
you meet these student-learning outcomes.
 Page 6

Assignments and Grading Policies

Course Policies and Procedures

Grade Distribution
Your grades will be based on the following assignments:
1. Mapping the Field 10%
2. Reading Responses (10) 20%
3. Teaching Portfolio 20%
4. Research Project 50%

Your
Activity % of Total Points
grade

Mapping the Field 10%

Reading Responses (x10) 20%

Teaching Portfolio (20%)

• Teaching Philosophy 5%

• Syllabus with Assignments 10%

• Reflective Overview 5%

Research Project (50%)

• Topic Selection 5%

• Working Annotated Bibliography 10%

• Draft for Peer Review 5%

• Conference-Type Essay 20%

• Presentation (Pecha Kucha) 10%

Absences (one is provided at no cost) # X 5% --

Total

Grading Scale
It is your responsibility to keep track of your grades. If you need to clarify or confirm your
grades, I am happy to do so during office hours. I will not discuss your individual grades in
class. If you have concerns about how to fulfill an assignment, or if you have concerns
about your grade, please make an appointment to see me. In the case of a grade issue,
please schedule an appointment at least 24 hours after I return the assignment to you. Be
sure you have read my comments carefully, and be prepared to discuss how your paper fits
the criteria given for that assignment.

Avg. 98 95 92 88 85 82 78 75 72 68 65 62 0

A+ A A- B+ B B- C+ C C- D+ D D- F

Page 7

Assignments and Grading Policies

Course Policies and Procedures

Grade Appeal Process
As stated in University Rule 13.02.99.C2, Student Grade Appeals, a student who believes
that he or she has not been held to appropriate academic standards as outlined in the class
syllabus, equitable evaluation procedures, or appropriate grading, may appeal the final
grade given in the course. The burden of proof is upon the student to demonstrate the
appropriateness of the appeal. A student with a complaint about a grade is encouraged to
discuss the matter first with the instructor. For complete details, including the
responsibilities of the parties involved in the process and the number of days allowed for
completing the steps in the process, see University Rule 13.02.99.C2, Student Grade
Appeals, and University Procedure 13.02.99.C2.01, Student Grade Appeal Procedures.
These documents are accessible through the University Rules Web site at
http://www.tamucc.edu/provost/university_rules/index.html. For assistance and/or
guidance in the grade appeal process, students may contact the Office of Student Affairs.

Graduate Studies Standards (courtesy of Dr. Jan Haswell)

I assume that you are all serious students who come to this course with the intent to learn;
by that I mean, to expand your knowledge, to challenge your assumptions, to seriously
consider the questions raised by the course. To that end, certain behaviors are expected:

• Students read weekly assignments on time, completely, to the last page, and they
come to the seminar with serious response and a willingness to discuss.
• Students do not assume that an assignment is legitimate only if it will be "tested."
The work is done for its own sake.
• Students expect that they will attend 100% of the time, and make home
arrangements so that this will happen.
• Students assume that open and equitable discussion and critique is the soul of a
graduate seminar. Everybody participates. Students don't put the burden on the
teacher or on other students to originate or maintain discussion.

Questions?
If you have any questions or concerns regarding this syllabus, please speak with me as soon
as possible. You are responsible for understanding and adhering to the policies of this
course and TAMU-CC.
 Page 8

Daily Schedule (subject to change)

Course Policies and Procedures

Readings must be completed before coming to class on the day listed.

• TDW = Teaching Developmental Writing: Background Readings, by Bernstein.

• BB = The Bedford Bibliography for Teachers of Basic Writing by Linda Adler-Kassner and
Gregory R. Glau.

• BW = Basic Writing As A Political Act: Public Conversations About Writing and Literacies by
Linda Adler-Kassner and Susanmarie Harrington.

• Rose = Lives on the Boundary by Mike Rose (your pages may differ, there are several editions
out)

• Carter =The Way Literacy Lives by Shannon Carter

Day Date Assignments

DISCUSSION: Teaching of Writing, Philosophies of Teaching

DUE

• Reading Response #1 (in-class)

T 1 READING

• Reading discussed in class.

• NCTE "Beliefs about the Teaching of Writing"

• Strickland & Strickland, "Education Begins with Philosophy," (1-

17) [copy provided]

DISCUSSION: Student Perspectives (#1)

W 2 READING

• Rose, Preface-chap. 5 (xi-132)

 DISCUSSION: Student Perspectives (#2)

DUE

• Reading Response #2
TH 3

READING

• Rose, chapter 6-Epilogue (133-242)

DISCUSSION: Teaching writing, basic writing paradigms

M 7
DUE:
• Reading Response #3

DISCUSSION: Language Rights, Latino/a Students

DUE

READING

• Students' Right to Their Own Language, Conference on College

T 8 Composition and Communication, (1-23)

• TDW Anzaldua (329-339)

• TDW Bernstein (417-428)

• Jaffe, "Changing Perceptions, and Ultimately Practices, of BW

Instructors through the Familia Approach" in Teaching Writing
with Latino/a Students, p. 169-190 (electronic reserve, Bell
Library)

W 9 DISCUSSION: BW Research, History of the Field, Autonomous Literacy

DUE

READING

• BB intro by Adler-Kassner and Glau (online)

• "Basic Writing As A Political Act: Public Conversations About
 Writing and Literacies" by Linda Adler-Kassner and Susanmarie
Harrington, pp. 1-60

DISCUSSION: Basic Writing and Media, Public, and Politics

DUE

• Reading Response #4
TH 10

READING

• BW, (pp. 61-103)

DISCUSSION: Assessment / Mainstreaming Basic Writing

DUE

• Reading Response #5
M 14

READING

• TDW “Assessment” “CCCC Position Statement” (390-400)

• TDW Harley & Cannon (400-417)

DISCUSSION: Assessment / Mainstreaming Basic Writing

DUE

T 15 READING

• Agnew & McLaughlin "These Crazy Gates and How They Swing,"
(p. 85-100), in Mainstreaming Basic Writers: Politics and
Pedagogies of Access, ed. Gerri McNenny, Erlbaum, 2001. (Bell
Library, electronic reserve)

W 16 DISCUSSION: Language Diversity and Grammar

 READING

• Bean et al, Second-Language Writing in the Composition

Classroom (pp. 225-239) (paper reserve)
• TDW Jordan (340-355)
•

DISCUSSION: Language Diversity and Grammar

DUE

• Reading Response #6
TH 17

READING

• TDW Thurston (356-368)

• TDW Neuleib & Brosnahan (145-152)
• Anderson, chapt. 3 (Bell library, electronic reserve)

DISCUSSION: ESL/EFL, 1.5 Generation Immigrant

DUE

• Reading Response #7

M 21 READING

• Canagarajah, Second-Language Writing, (p. 210-224) (paper

reserve)
• Matsuda & Silva, Second-Language Writing, (p. 246-259)
(paper reserve)
• Johns, Second-Language Writing, (p. 284-296) (paper
reserve)

T 22 DISCUSSION: Responding to Student Writing

DUE

READING

• TDW, Shaughnessy, "Some New Approaches toward Teaching,"

(p. 2-14)
• Haswell, "Remediality: Bottom and Top," (p. 267-284) (electronic
 reserve)

DISCUSSION:

W 23 READING

• Final posting to "Mapping the Field"

DISCUSSION: The Way Literacy Lives

DUE

• Reading Response #8

TH 24

READING

• Huot, "Reading Like a Teacher" (p. 109-136) (Bell Library,

electronic reserve)
• The Way Literacy Lives (chapters 1-3, pp. 1-60)

DISCUSSION

• Presentations of "Mapping the Field"

• The Way Literacy Lives

DUE
M 28
• Reading Response #9

READING

• The Way Literacy Lives (chapters 4-conclusion, pp. 61-152)

T 29 DISCUSSION

DUE
 READING

DISCUSSION

DUE

W 30 • Reading Response #10

READING

Final Projects Due

TH 1
Presentations
 SYLLABI CHECKLIST
X Name of Instructor

X Course title

X Course number

X Office phone number

X E-mail address

X Office number and building

X Office hours

X Course description

X Student Learning Outcomes

_x__ at least two
_x__ student focused
_x__ measurable
_x__SLOs are the same as other sections of course
X Graded activity
_x__specific dates of assignments
_x__nature of assignments
_x__assignment weight

X Policies (Recommended but NOT required)

_x__late work __x_plagiarism
_x__missed exams __x_attendance & tardiness
_x__preferred methods of scholarly citations

X Required statements
_x_ student with disabilities statement*
_x__advising statement**
_x__grade appeals process***

X Supplies (if applicable)

X Texts/readings (if applicable)

X Provisional course outline