Current Approaches to Composition and Literature
Summer 2010
ENGL 3360.201
M-Th: 10:00 to 11:55 a.m.
INSIDE THIS
SYLLABUS
Course Policies and
Procedures . . . . . . . . . . 2
• Attendance/Participation
• Late Work
• Technology Statement
• In-Class Conduct
Course Policies . . . . . . 3
• Paper Format
• Academic Honesty
• Diversity Statement
• Students with Disabilities
• Advising
• Office Hours
Course Policies . . . . . . 4
• Course Calendar
• Teaching Philosophy
• Social Networking
• English Certification
• English Majors
Student Learning
Outcomes . . . . . . . . . . . 5
Assignments/Grading . . . 6
• Grade Distribution
• Grading Scale
Assignments/Grading . . . 7
• Grade Appeal Process
• Questions
Daily Schedule . . . . . . . 8
Prerequisites for this
course: English 1301 and
1302; at least one reading
course.
Course Description
English 3360 is an amalgam of writing workshop, teaching practicum, and
composition theory course. Its purpose is to introduce you to the current
research in literacy, writing, and the teaching of writing to the end of
helping to prepare you to be a more effective, reflective, and informed
language arts teacher in either an elementary, middle, or secondary public
school. To this end, we will complicate and question our ideas of literacy
and language:
• What is literacy?
• In America today, what does it mean to be literate?
• How can we encourage and develop our students various stages and
forms of literacy?
• As teachers, what are our beliefs about literacy and language, and how
do they affect our roles/strategies in the classroom?
• How can we respect the various forms of literacy that students bring to
our classrooms, at the same time that we are preparing them for the
various cultural, professional, technological, social, and civic discourses
that they will need to participate in to be fulfilled members of our
society?
We will also build knowledge, materials, tools, and strategies to help you
become an informed, confident, reflective teacher of literacy in your
future/current position/degree.
IMPORTANT INFORMATION:
• Professor: Dr. Billie Hara
• Email: billie.hara@tamucc.edu
• Twitter: @ProfHara
• Phone: (361) 825-2360
• Office: FC 274A
• Course Blog: http://engl3360.wordpress.com/
• Office Hours: M-Th 12:00 a.m. to 1:30 p.m. and by appt.
REQUIRED TEXTS:
• Ray, Katie Wood. The Writing Workshop: Working Through the Hard
Parts (And They're All Hard Parts). NCTE 2001.
• Strickland, Kathleen & James. Engaged in Learning: Teaching English 6-
12. Heinemann, 2002.
• A few library reserve articles
• Internet access
• Portable storage medium (e.g. flash drive)
• A few dollars on your SandDollar card for printouts.
 Page 2

Course policies

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, English 3360 is a pre-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
o If dire circumstances cause you to miss class, let me know and I will work with you.
o 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.
o Excessive absences will lower your final grade: after one absence (which is the
equivalent to one week in a longer semester), you will lose ½ letter grade for each
additional absence.
o At three or more absences, you will fail the course. (three weeks of instruction)
o Missing class the day an assignment is due does not automatically mean you get
more time to complete that assignment.
• Tardies
o 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
ENGL 3360 course 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.
• Use the computers only for ENGL 3360-related purposes. Please do not engage in e-mailing,
IMing, or the use of social networking websites (Facebook, MySpace, Twitter, etc.) during class
unless directed. Those who violate this policy will be required to turn off their monitor until the
computer is needed for class work.
• 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

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.

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.
 Page 4

Course policies

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.

English Secondary Certification Students

Do not rush into the professional development segment of your career by attempting to
take the English Language Arts and Reading TExES 8-12 too soon. Before you attempt the
exam, you should:
• Complete at least 80% of the course work in the major before doing the field-based
training and student teaching.
• Make an appointment to see the English Language Arts & Reading 8-12 TExES
coordinator if you have not done so. Contact Dr. Vanessa Jackson (FC 286, x5828).
She controls registration for the exam and the mandatory review sessions. Go to
this website to obtain TExES Study Guides:
http://www.texes.ets.org/prepMaterials/.
• Attend at least one TExES review session, preferably two. Try to attend one about a
year before you plan to take the exam, then again right before your exam. Review
session times will be announced in class.

Reminder to English Majors: As part of the English undergraduate capstone course

(ENGL 4351), all English majors are required to submit a portfolio of writings in different
discourse genres that they have completed for their college classes. To help you prepare for
this assignment, you should keep a copy of all essays, research papers, literary analyses,
creative and report writing, etc., so that you will have an ample selection from which to
choose when the portfolio comes due.
 Page 5

Sttudent Learnin
L ng Outco
omes

Studentt Learning Outcomes

In th
his course, you will:
1. Apply
A contemmporary the eories of writting and lite
erature peda
agogy to de
esign and
evvaluate clas
ssroom mate erials
2. Evaluate K-12 student writing
w using
g a variety ofo response and assessment metho ods
3. Write
W in multtiple academ
mic and pers sonal genres to improve their own writing skills.

Please see
s the gra
aphic on th ge to understand how
he next pag w the cours
se
assignm
ments will help
h you meet
m these student-le
earning outtcomes.
 Page 6

Assignments and Grading Policies

Grade Distribution
Your grades will be based on the following assignments:
1. Writings 60%
o Interview Report 20%
o Lesson Plan Critique 20%
o Writing developed from notebook 20%
2. Responding to Student Writing Activity 10%
3. Midterm & Final exams 20%
4. Pecha Kucha (oral presentation) 10%

Your
Activity % of Total Points
grade
Interview Report x 20%

Lesson Plan Critique x 20%

Rhetorical Revision/Writer’s Notebook x 20%

Responding to Student Writing Activity x 10%

Midterm Exam x 10%

Final Exam x 10%

Pecha Kucha (presentation) x 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

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.

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)

Readings must be completed before coming to class on the day listed. Remember to bring
your notebook everyday!

Day Date Assignments

Introduction to the course;
† PreTest
T 1 † Blogs
† Lamott’s “Shitty First Draft.”
† How do we teach writing?
Pecha Kucha Introduction
† “The Neglected ‘R’”:
(http://www.writingcommission.org/prod_downloads/writingcom/neglec
tedr.pdf
W 2 † "A Modern Profile of Adult Literacy"
http://english.tamucc.edu/wiki/Quick/AModernProfileOfAdultLiteracy
† "Literacy, Learning, and the Future: Excerpts"
http://critical.tamucc.edu/~blalock/courses/3360/readings/literacy/litst
ats.htm
† Strickland (1-17)
Th 3
† 2010-11 TEKS (read for your grade level)
† Calkins, Chapter 1 – Group A
† Calkins, Chapter 2 – Group B
M 7
† Calkins, Chapter 3 – Group C
† Ray (1-28)
† Strickland 79-115 – Student #1
T 8 † Ray 29-50 – Student #2
† Ray 51-92 – Student #3

W 9 Interviews with teachers (Coastal Bend Writing Project)

Interview Report Draft (bring two copies to class)

Th 10
† Ray 91-127
Interview Report due
† Ray 129-54 – Student #4
M 14
† Ray 187-209 – Student #5
† Strickland 36-78 – Student #6
† Ray 155-85 – Student #7
T 15
† Ray 251-69 – Student #8

Mid-Term Exam
W 16
Mentor Texts

Model Texts
Th 17
† Ray 231-49 – Student #9
 Lesson Plan Critique Draft (bring two copies to class)
M 21
† Strickland 116-38
Lesson Plan Critique due
T 22 † Anderson Chapter 1 – Student #10
† Anderson Chapter 2 – Student #10
† Anderson Chapter 3 – Student #11
W 23 † Strickland 139-76 – Student #12
† Ray 211-30 – Student #13

Th 24 † Lindemann

M 28 Student Writing Activity

T 29 Responding to Student Writing Activity (Reflection) due

W 30 Celebration (rhetorical revision)

T 1 Final Exam Due

 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