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English 110.01: First-Year English Composition: Blake Wilder Courses Taught at The Ohio State University
English 110.01: First-Year English Composition: Blake Wilder Courses Taught at The Ohio State University
Summer 2011
(16 students, predominantly sophomore and junior non-majors, some freshmen and seniors)
Created course syllabus and Articulated learning goals and objective
Selected course texts, including various sonnets, Titus Andronicus, Midsummer Nights Dream, Henry V,
King Lear, Othello, and The Tempest
Generated assignment sequence, including a review of a local production, reading responses, midterm
exam, digital multimodal Shakespeare project, and final essay
Planned a variety of lessons, including comprehensive lectures, interactive discussions, and in-class
readings
Assessed student work through formative feedback on reading responses and evaluative grading on major
assignments
(45 students, predominantly sophomore, junior, and seniors, about one-fourth majors)
Designated course theme: Trauma, Violence, and Artistic Response
Developed learning goals and objective and Created course syllabus
Organized four units of readings comprised of selections from the Norton Anthology of African American
Literature
Selected Toni Morrisons Sula and other supplementary texts
Generated assignment sequence, including unit quizzes, close reading paper, comparative paper, midterm
exam, and final exam
Planned a variety of lessons, including comprehensive lectures, interactive discussions, and small group
activities
Assessed student work through formative feedback on reading responses and evaluative grading on major
assignments
Summer 2013
(15 students, predominantly sophomore, junior, and senior non-majors, in a digital media computer classroom)
Created course syllabus and Articulated course goals and objectives
Generated assignment sequence, including Job Materials Dossier and Angel Investor Business Plan
Development
Planned a variety of lessons, including interactive discussions, small group work, student oral
presentations, and writing exercises
Assessed student work through formative feedback on informal activities and evaluative grading on formal
assignments
English 367.01: Language, Identity, and Culture in the U.S. Experience Fall 2011, Winter 2012,
Spring 2012
(21-22 students, predominantly sophomore and junior non-majors, in a digital media computer classroom)
Designated course theme: Cultural ConflictsRace, Gender, and Global Relations (Fall), Perspectives of
America after 9/11 (Winter, Spring)
Developed learning goals and objective and Created course syllabus
Selected Writing with Style as a writing handbook, The Reluctant Fundamentalist, and corresponding
thematic readings
Generated assignment sequence, including a topic discussion blog, formal academic papers, digital remediation, and video composition project
Planned a variety of lessons, including comprehensive lectures, interactive discussions, small group work,
and video editing workshops
Assessed student work through formative feedback on in-class activities and evaluative grading on formal
assignments
Fall 2010
(24 students, predominantly sophomore and junior non-majors, some freshmen and seniors)
Designated course theme: Race, Violence, and Cultural Conflict in American Literature
Created course syllabus and Articulated learning goals and objective
Selected Crossing Cultures: Readings for Composition, To Kill a Mockingbird, and various short stories
thematically linked to To Kill a Mockingbird
Generated assignment sequence, including The Writers Blog (a collaborative writing project), a
comparative paper, and a literary analysis paper
Planned a variety of lessons, including comprehensive lectures, interactive discussions, small group work,
and writing exercises
Assessed student work through formative feedback on informal assignments and evaluative grading on
formal papers