Meeting Time 12-1 MON
3 hrs. credit
This course is designed to introduce graduate students to teaching literature and composition at Rice. The final product will be a syllabus, including reading list, text selection, reading and writing assignments, and course requirements, with each of these discussed weekly in the seminar. I'm interested at the moment in theoretical issues as they relate to teaching (specifically, teaching literature and writing)--the politics of the classroom, authority, disciplinariety, interdisciplinarity, gender and ethnicity, style and civility, and the canon/decanonization in so far as they intersect the teaching of this particular course. Readings are designed to spur dialogue on the specific topic and aid graduate students in coming to terms with that weekís assignment. Final Grade will be based on completion of the syllabus and participation in the weekly seminars.
Policy Statements, Course Description, Requirements, Goals and Purposes
Introduction: Robert Conners & Cheryl Glenn, ed., The St. Martinís Guide to Teaching Writing,* ed. 3rd ed. (St. Martinís, 1995).
Paulo Friere, The Pedagogy of the Oppressed (Continuum Books, 1970), Foreword, Preface, Chapter 2, pp. 9-15, 19-25, 57-118.
Indira Karamcheti, "Caliban in the Classroom," in Gallop, ed. Pedagogy,* pp. 138-46.
Read Lillian Robinson, "Treason Our Text: Feminist Challenges to the Literary Canon," Gilles DeLeuze and Felix Guattari, "What is a Minor Literature?" and Eve Kosofsky Sedgwick, from Epistemology of the Closet, in Falling into Theory,* pp. 151-72, 181-6.
Read: Stuart Hall, "Cultural Studies and its Theoretical Legacies," In Cultural Studies, ed. Lawrence Grossberg, Cary Nelson, and Paula Treichler (Routledge, 1992), pp. 277-94.
Gayatri Spivak, "Marginality in the Teaching Machine," in Outside in the Teaching Machine (Routledge, 1987), pp. 53-76.
Assignment: Tentative List of Texts and Ideas
Read: Stanley Fish, "Is There a Text in this Class?" in Falling into Theory,* pp. 226-37.
Assignment: Select Books
Linda Flower, Problem-Solving Strategies for Writing, 4th ed. (Ft. Worth: Harcourt Brace, 19 ), chapter 6: "Generating Ideas," and chapter 7, "Organizing Ideas," pp.137-147, 305-321.
Assignment: Final Reading List and Book Orders Due; Web Page
Patricia A. Sullivan, "Writing in the Graduate Curriculum: Literary Criticism and Composition," in Composition Theory for the Postmodern Classroom, ed. Gary A. Olson and Sidney I. Dobrin (SUNY Press, 1994), 32-46.
Assignment: Constructing Discussion Topics
Read Tompkins, "Pedagogy of the Distressed"
Assignment: Constructing Assignments
Read Bill Readings, The University in Ruins, "The Scene of Teaching," pp. 150-66.
Read Arthur W. Frank, "Lecturing and Transference: The Undercover Work of Pedagogy," in Gallop, ed. Pedagogy,* pp. 28-35.
Read Chris Amirault, "The Good Teacher, the Good Student: Identifications of a Student Teacher," in Gallop, ed. Pedagogy,*pp. 64-78.
Sample Essays; Final Grades
Read Tompkins, "Letís Get Lost"
Final Course Syllabus Due
CONFERENCES: Office Hours 2:30-4 Tuesday and by appointment Office 301 Rayzor Hall Office Phone X2625 Dept. Secty. 527-4840 Fax: 524-3304 e-mail: firstname.lastname@example.org