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Syllabus Information
ENGL 3800 - PeerTutor/Wrtg Crt Theor/Pract
Associated Term: Summer 2013
Learning Objectives: Savannah State University College of Liberal Arts and Social Sciences Department of Liberal Arts ENGL 3800: Peer Writing Tutor Seminar Term: Course Meeting Time: Instructor: Instructor Email: Instructor Office: Office Hours: Instructor Phone: eLearning: Student Learning Outcomes: Upon completing this course, students will be able to: 1. Describe the development of writing center theory and practice 2. Identify current trends in writing centers and writing center research 3. Perform and present independent research based in writing center praxis 4. Perform successful peer writing tutoring in the writing center setting Course Goals 1. To help students think about and appreciate the development of writing center theories and practices over the past 30+ years. 2. To investigate the role of writing, education, and collaborative theories and research on writing center practice. 3. To investigate the role of writing center practices on writing theory and research. 4. To identify and interrogate the relationship between writing centers, writing programs, and writing across the curriculum or in the disciplines programs. 5. To help students design and conduct independent writing center research. 6. To develop theoretically-, as well as pedagogically-, informed writing center consultants. Course Objectives To meet the goals of this course, students will: 1. Read, consider and discuss a variety of theoretical approaches to writing and tutoring 2. Conduct at least 125 hours of observation and tutoring in the ReWrite Connection 3. Produce at least 30 pages of reflective writing about their reading and experiences 4. Plan, conduct, and present an original research project that connects theory to their observations and experiences Course Description: This course serves a variety of purposes. First, this course is designed to examine the theoretical and practical components of writing center work. In particular this course will interrogate the theories of writing, education, and administration that shape writing center theory and consequently writing center practice. This course will also introduce students to all facets of writing center consultations and administration. Specific topics will include critiques of collaborative learning, approaches to consultations, consultant roles, the role of grammar instruction in the writing center, consulting strategies for ESL students and other diverse populations, the use of computers in the writing center, consultant training and evaluation, and research and scholarship in/ about the writing center. Prerequisites: To enroll in this class, students must have completed ENGL 1101 and 1102 and have either a) earned a grade of B or higher in both classes or b) have additionally completed ENGL 2104 with a B or higher in that course. Texts and Materials: The Allyn and Bacon Guide to Peer Tutoring, 3rd edition (AB) Hodge's Harbrace Handbook, 15th Edition (or whatever the bookstore is carrying) (HHH) Soven, Margot Iris. What the Writing Tutor Needs to Know. (WEWTNK) Notebook paper for homework assignments (3-hole and not ripped from a notebook) *Be sure to have all necessary materials for each class. Course Activities and Methods of Learning: Reading¿Students will be asked to read chapters from The Allyn and Bacon Guide to Peer Tutoring, What Every Writing Tutor Needs to Know, Fisk University's Core Curriculum Writing Guide, as well as chapters from the Hodge¿s Harbrace Handbook. Students also will be asked to read some articles outside the assigned texts. The assigned material will be the focus of class discussion. Moreover, students will be asked to relate their own tutoring experiences to what we have read and to apply these theories to their own tutoring. Writing¿Students will be asked to write in numerous mediums based on the readings as well as their observations and tutoring experiences in the ReWrite Connection. They will write in a observation/ tutoring journal along with weekly writings responding to the readings. These responses will often be the leaping off point for our class discussions. Further, students will write one large research essay based on some aspect of Writing Center work or theory. This essay should be written as if to be submitted for scholarly publication or conference presentation. Observations and Tutoring¿Students will be required to complete at least 125 hours of tutoring and observations within the ReWrite Connection over the course of the semester. This breaks down to a mere ten hours per week. Some of these hours may be utilized within the Online ReWrite Connection. Moreover, in the beginning, students will schedule time with a tutor mentor in the ReWrite Connection so that they can observe the tutor¿s techniques, style, and session. Once the Coordinator feels students are ready to tutor, they will then be given permission to do so. Not showing up for scheduled tutoring hours will adversely affect the grade in the course. Individual Research¿Students will be expected to conduct individual research based on Writing Center history, theory, practice, or another area that the coordinator approves. This individual research, conducted over the course of the semester, will culminate in a final essay that to be submitted to a conference or scholarly journal. At the midterm, each student will be asked to meet with the coordinator to give a report on progress with the research. Grades: To be eligible to earn course credit, students must (1) complete all assignments, (2) participate in all tests and quizzes, (3) meet all attendance requirements for classes and peer groups, (4) meet all writing assignment deadlines. The course grade is based on the 10-point scale (A= 90-100, B= 80-89, C= 70-79, 69-60=D, and 59 and below is E) and will be determined as follows: Writing Assistance Journal (15%): This is an informal place for students to record thoughts and feelings as they work with students in the ReWrite Connection each week. Students may record questions, connections between practice and theory, general feelings¿both positive and negative, etc. These entries will include any work done as a WA. Journal entries should be typed and will be collected periodically on the dates listed on the course schedule. Entries may be inspired by observations of other tutors, how readings and practices impact students¿ own writing, etc. Students must complete at least one 2-page reflection per week. Teaching in the Round (10%): Often we encounter some aspect of writing, grammar, or punctuation that we feel we simply cannot comprehend¿an obstacle of sorts. Often, when something is confusing, we can better comprehend it by explaining it to someone else. This forces us to take the information and process it in a different way. Therefore, each student will tackle his or her one biggest problem in composition, grammar, or punctuation, and explain it to the rest of the class. We will have one of these peer lessons each class period beginning in week three. Conference Paper or Journal Article (25%): In this 7-10 page paper, students will explore a writing center topic of interest. It may relate to any aspect of writing center work¿history, theory, practice (tutoring), administration¿and may discuss writing centers at any educational level. The type of research will be determined by the topic and what the writer wants to discover, prove, or explain. This paper may grow out of something we cover in class, but students must complete additional reading and/or research for the paper. Students will be encouraged to submit outstanding essays to be published or presented at a conference. A list of potential topics and articles to examine appears in the back of the Allyn and Bacon Guide. WC Session and Reflection as a Writer (20%--10% each): Students will attend the writing center, as a writer, at least twice during the semester. Students should write up a summary and reflection of the session as the student: what they felt, what helped, what didn¿t, what they got from the session, what they wanted from the session and didn¿t get, etc. Students may also want to reflect on how this experience can make them a better WA. The first session must be completed by_______. The second session should be held no later than________. Certainly, students may sign up for more than two sessions as such sessions can only better them as a writer and a WA. Due________ and ___________. Weekly Reading Responses (20%): These responses will serve several purposes: (1) to record reactions/ responses/ questions about the assigned readings, (2) to list the issues from the readings that we should discuss in class, (3) to relate readings to actual practice in the UWC. Due in class. These will serve as a leaping off point for class discussions. These can be notes, blurbs, questions, etc. They should simply indicate that students have read and engaged the material. Class Participation (10%): This is a seminar class, so students are expected to be present, prepared, and engaged each week. Class discussion will focus on the readings and the issues students bring to class each week, as well as ongoing projects. Tardies and absences will reduce the final grade. Students who must be absent should let me know beforehand and check with classmates to get missed notes. Other participation factors include scheduled tutoring sessions. For each tutoring session missed, the final letter grade will be lowered by five points. If students must miss a session, they must find someone to sub and the return the favor. This is the only way in which a missed tutoring session will not count against the grade. If students must miss, they must email me immediately and let me know who is subbing and when the sub will be repayed. Students will initially be paired with veteran tutors. Please try to find a ¿new¿ tutor to sub as we need as many tutors in the Center as we can get.
Required Materials:
Technical Requirements:


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