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Course Abstract
Supervised practicum in teaching rhetoric and composition, with various topics emphasizing
pedagogy and educational technology presented in a workshop setting. Enrollment limited to
teaching assistants assigned to sections of Rhetoric 1302.
Course Description
Supplements evolving Rhetoric 1302 teaching experience with discussions of theory and practice in
rhetoric and composition, and development of sound teaching practices. Required for teaching
assistants who teach in the first-year rhetoric program at UTD and recommended for other students
interested in teaching composition here or elsewhere. Graduate students preparing to teach in
general English studies (whether literature, literary analysis, first-year composition, advanced
composition, ESL, developmental writing, etc.) at two or four-year institutions will benefit from this
course. The job market is particularly open for students with this kind of training and experience
teaching first-year composition.
Course Goals
• To blend the current composition theory and practice with the everyday realities of teaching
Rhetoric 1302, or another university-level argumentative essay writing course.
• To exchange ideas and teaching lore in an environment of support.
• To bring knowledge gained from scholarly research to the classroom in practical ways.
• To professionalize you as an instructor of writing.
Required Text
St. Martin’s Guide to Teaching Writing. Robert Connors and Cheryl Glenn. 5th Edition. 2003. ISBN 0-
312-40417-4.
Recommended Text
A TA's Guide to Teaching Writing in All Disciplines. Beth Finch Hedengren. Bedford/St. Martin's.
2004. ISBN 0-312-40714-9.
Course Projects
• A 5-6 page informal "Literacy Narrative."
• A 5-6 page informal "Technoliteracy Narrative."
• A 5-6 page informal essay on your personal "Composing Process."
• A syllabus for a writing course you would like to develop and teach.
• A teaching self-reflection/evaluation.
Course Schedule
Week 1—What Is The Focus of this Course?
M 8/22: Course Introduction and Overview
W 8/24: "A Brief Overview of Rhetoric?" (handout); Lunsford and Glenn "Rhetorical Theory and the
Teaching of Writing"
In addition to the course syllabus, please also prepare and submit the following:
• A 2-3 page essay on the rationale for your composition pedagogy (discussing as many ways
as you can what informs your theories and practices (now, or to-come), using as many of
our course readings (both print and online) as are relevant to your thinking).
• A 2-3 page description of the reading and writing assignments and rationale for them.
• Any handout(s) you plan using with this course.
NOTE: You do NOT have to provide a weekly or day-by-day schedule as you would when you do this
for real, but you can if you want to...especially if it helps you figure out how to pace the readings
and assignments.
Teaching Self-Reflection/Evaluation
A good teacher is always asking, "How could I do this better, more effectively? How can I make it
more engaging and meaningful for my students? How can I better facilitate their learning of skills
they will need throughout their lives." Now that you have learned something of teaching writing, and
had some practice doing so, how would you answer these questions? What could/will you do to
make your own teaching more effective, more engaging and meaningful? Your self-
reflection/evaluation essay must take the form of a presentation delivered to the entire class. You
can be creative, but SHOW rather than just tell. I'm open to possibilities. Let's talk.