Proposal for Independent Study – Fall 2011
ENGL699: Independent Study: Rhetorical Genre Studies
1. Rationale for the Independent Study
This independent study will provide an inquiry framework for teaching and research related to rhetorical genrestudies. The course is designed for students to shape and address questions about genre-based approaches tothe teaching of writing, to inform uses of genre in writing consultation and commenting contexts, such as theUniversity Writing Center, and to survey genre-focused research in both academic and non-academic contexts.
2. Objectives for the Independent Study
To survey key concepts and influential scholars (e.g., writers, theorists, teachers, researchers) related torhetorical genre studies.
To establish a framework through which to envision, plan, and undertake teaching and/or research grounded inrhetorical genre studies.
To identify existing and in-progress rhetorical genre studies research projects and pedagogies, and to analyze themotives, rationale, and exigencies to which they respond.
To situate rhetorical genre studies in relationship to the fields of technical communication and rhetoric andcomposition.
To research and evaluate selected theories and methods in rhetorical genre studies.
3. Readings/Texts/Other Materials
See attached reading list.
4. Nature of the Study
This study will consist of reading, writing, and conversation convened on a regular basis throughout thesemester. We will return recursively to larger organizing concepts and questions as we read work in rhetoricalgenre studies and examine established and in-progress pedagogical frameworks and research projects inrhetorical genre studies.
5. Topical Outline
Topics of special interest includeA. What are salient insights for writing teachers and researchers available through rhetorical genre studies?B. What must tech comm. and rhet/comp scholars know about rhetorical genre studies? About specific domainsof writing and reading activity, both academic and non-academic? About methodologies related to genre studies,such as user-centered design, activity theory, and actor-network theory?C. What are points of convergence (established or unexplored) among rhetorical genre studies and technicalcommunication or rhetoric and composition?
6. Role of Professor
The professor will offer perspectives and questions related to readings, conversations, and the student'sdevelopment of two projects: a first project concerned with the multigenre-based ENGL121 curriculum at EMUand a second project concerned with developing a genres-across-the-curriculum database for use by UniversityWriting Center consultants at EMU.
7. Frequency of meetings with professor
Two hours weekly throughout the Fall 2011 semester.8. Papers Written/Other forms of evaluationBlogged notes on course readings (weekly)A unit lesson plan on genre for use in ENGL121, Winter 2012 semesterA research-informed description of the genre-across-the-curriculum database, and five entries (genre profiles)based on interactions (interviews, other sorts of collection efforts) with EMU faculty9. Proposed BibliographySee #3 above.