W10: ESL/EFL, 1.5 generation immigrant
Homework due Mar 25
- reading response 9
- Canagarajah, Second-Language Writing, (p. 210-224) (paper reserve)
- Matsuda & Silva, Second-Language Writing, (p. 246-259) (paper reserve)
- Johns, Second-Language Writing, (p. 284-296) (paper reserve)
The scholarship deadline is Tuesday, April 1st and must be sent to the Graduate Studies Office. Attach:2009Form.doc
What is good
- course readings & discussions
- More discussion of my experience
- More full-class discussions
- How BW curricula are implemented & assessed
- Practical discussions
- More mixed-up groups
- More/less mapping the field
- Amount/reading responses
Teaching Portfolio Syllabus
- We will use for reference the CLA adjunct faculty handbook and McGlynn’s Appendix (SB 133-144) for reference on required parts of a course syllabus. You might also use the model of a teacher you observed, or use guidelines published by an institution you'd like to work at.
- Working in word or on wiki, develop a draft syllabus. You have learning outcomes started.
- Share w/peers, get feedback.
- 3 different composition pedagogies are argued for in this week's readings, all for multilingual writers (however, of differing populations).
- How are these pedagogies similar and different?
- Are the supporting arguments coming from similar ideological backgrounds?
- What about writing is agreed upon, and what do the authors differ about?
- What strategies can you pull from these readings to use in your own syllabus/major assignments?
Mapping the Field
- Work in your groups
Due Apr 1
- reading response 10
- TDW, Shaughnessy, "Some New Approaches toward Teaching," (p. 2-14)
- Haswell, "Remediality: Bottom and Top," (p. 267-284) (electronic reserve)
- April 2 Author's Day Reading: Cyrus Cassells 7pm, BH104