Syllabus: Assignments
are DUE
the day they are written, and are subject to change as noted in class and on
MyGateway.
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Date |
Topic |
Reading |
Writing |
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Week One |
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T 8/25 |
Introductions Syllabus overview Why write? Rhetorical situations |
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R 8/27 |
Entering academic
conversations Close reading Discussion-based
courses |
Journal 1 (Groups A and B): For the first journal, take a moment reflect on the experiences that have shaped your current attitudes toward reading, writing, speaking, and/or listening. Select one literacy-related person, place, object or event of significance in your life. Then, explain why that influence is so important to you. How did that influence shape your current literate self? Note: This assignment will be counted as two (2) journal grades, so you should demonstrate your best work. |
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Week Two |
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T 9/1
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Writing myths, claims, and constructs Literacy, power, and
survival Literacy crises |
-“Preface” by Rose
(pages xi-xii in Lives on the Boundary) -Chapter 1: “Our Schools and Our Children” by Rose (pages
1-9 in Lives) -Chapter 2: “I Just Wanna Be Average” by Rose (pages 11-37
in Lives) |
Journal 2 (Group A): In these
sections, Rose shares several stories about his upbringing, his education,
and his teaching experiences. Pick one
story from each of the first two chapters, and explain the significance of
both. |
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R 9/3 |
Literacy influences and sponsors Constructing an academic voice Critical inquiry |
-Chapter 3: “Entering the Conversation” by Rose (pages
39-65 in Lives) |
Revision of Journal 1 (Groups A and B) |
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Week Three |
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T 9/8 |
Literacy learning and romance Literacy and place Silences Margins and boundaries Family history |
-Chapter 4: “The Poem is a Substitute for Love” by Rose
(pages 67-83 in Lives) -Chapter 5: “Literate Stirrings” by Rose (pages 85-132 in Lives) |
Journal 3 (Group B): Why did Rose decide to leave
UCLA? How did moving to El Monte help
him become a better writing teacher?
What lessons did he learn? |
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R 9/10 |
Writing Lab visit The American dream Taking risks |
-Chapter 6: “Reclaiming the Classroom” by Rose (pages
133-165 in Lives) |
Journal 4 (Group A): In this chapter, Rose tells many
stories about working with veterans.
Which of these stories stuck out to you and why? How is Rose using that story to support a
claim? |
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Week Four |
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T 9/15 |
The logic of error Language and social class Institutions of literacy learning |
-Chapter 7: “The Politics of Remediation” by Rose (167-204
in Lives) |
Journal 5 (Group B): In this chapter, Rose describes several UCLA students from the Educational Opportunity Program. What claims about remediation does Rose make, and how does he use stories about specific students to illustrate these claims? Cite specific examples from the text in your response. |
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R 9/17 |
Remediation and testing The literary canon |
-Chapter 8: “Crossing Boundaries” by Rose (pages 205-238
in Lives) -“Afterward” (pages 243-254 in Lives) |
Journal 6 (Group A): In the “Afterword,” Rose re-states
some his overarching claims from Lives. Choose a quote from “Afterword” that restates one of
Rose's claims, explain that claim in your own words, and then discuss why
that claim is significant. Support your understanding of this claim with
examples, either from your own experiences or from earlier stories in the book. |
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Week Five |
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T 9/22 |
Writing processes Writing tools, habits, and environments Revision and invention |
Journal 7 (Group B): How, according to Murray, does
revision relate to invention? Do you
have any examples of discovery-through-revision from your own literacy
history? |
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R 9/24 |
Conferences – no class |
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Draft 1 of Implicit Claims Analysis due at your
conference. |
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Week Six |
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T 9/29 |
Constructive
criticism Peer response |
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Draft 2 of the Implicit Claims Analysis due (brint two copies). |
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R 10/1 |
Annotated bibliographies |
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Portfolio 1 due (along with the final draft of the Implicit
Claims Analysis) |
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Week Seven |
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T 10/6 |
Standard English Grammar errors |
“Teaching Standard English: Whose Standard?” by Christensen (online) -"Language Subordination" by Lippi-Green (online) |
Journal 8 (Group A): Write an annotation for each of these two articles. Each annotation should be 2-3
lengthy paragraphs, and should address the questions outlined in the annotated
bibliography assignment. |
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R 10/8 |
Literacy, technology, and change |
“Are Digital Media Changing Language?” by Baron (online) "Studies Explore Whether the Internet Makes Students Better Writers" by Keller (online) |
Journal 9 (Group B): Write an annotation for each of these two articles. Each annotation should be 2-3
lengthy paragraphs, and should address the questions outlined in the annotated
bibliography assignment. |
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Week Eight |
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T 10/13 |
Authority, media representations, and stereotyping |
“Savage (Il)Literacies” by Ball (online) Revisit "Strangers" by Morrison (online) |
Journal 10 (Group A): Write an annotation for each of these two articles. Each annotation
should be 2-3 lengthy paragraphs, and should address the questions outlined
in the annotated bibliography assignment. |
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R 10/15 |
Research strategies Synthesis |
Re-read a chapter from Unit 1 to include in the
bibliography. |
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Week Nine |
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T 10/20 |
Research strategies |
Individual research |
Journal 11 (Group B): Write annotations for at least two
of the sources you’ve found so far. |
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R 10/22 |
Evaluating sources Credibility and accuracy |
Individual research |
Journal 12 (Group A): Write annotations for at least two
of the sources you’ve found so far. |
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Week Ten |
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T 10/27 |
Evaluating sources Credibility and accuracy |
Individual research |
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R 10/29 |
Library resources |
Individual research |
Final draft of the Annotated Bibliography due. |
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Week Eleven |
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T 11/3 |
Conferences – no class |
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Draft 1 of the Inquiry Essay due at your conference. |
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R 11/5 |
Peer response |
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Draft 2 of the Inquiry Essay due (bring two copies). |
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Week Twelve |
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T 11/10 |
Reflection and inquiry-based writing |
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Portfolio 2 due (with the final draft of the Inquiry
Essay) |
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R 11/12 |
Literacy sponsors, expectations, and influences Metaphors for literacy |
Journal 11 (Group B): How does Brandt define literacy
sponsorship? How do Scribner’s
literacy metaphors relate to Brandt’s claim(s) about literacy sponsors? How
might these metaphors shed light on the issues that Brandt addresses? |
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Week Thirteen |
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T 11/17 |
Literacy and family history Sensory detail and description |
-“Mother Tongue” by Tan (online) -“Writing Autobiography” by hooks (online) |
Journal 12 (Group A): Both articles discusses family
history in relation to literacy learning. What kinds of literacies are being sponsored
in these writers’ families? What
issues arise from these literacy practices?
How has family history influenced your own literacy practices? |
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R 11/19 |
Literacy expectations and conflicts |
-“The Joy of Reading and Writing: Superman and Me” by
Alexie (online) |
Journal 13 (Group B): In class, we discussed the ways in which individuals and
institutions can sponsor literacy. How
have different communities or institutions sponsored Alexie’s literacy
education? How do these literacies conflict? How have different people or institutions
influenced your own literacy education? |
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Week Fourteen |
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T 11/24 |
Fall Break – no class |
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R 11/26 |
Fall Break – no class |
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Week Fifteen |
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T 12/1 |
Structure and organization Thesis statements |
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Draft 1 of the Critical Literacy Narrative due. |
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R 12/3 |
Peer response Prepare for presentations |
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Draft 2 of the Critical Literacy Narrative due. |
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Week Sixteen |
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T 12/8 |
Presentations |
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Prepare for your presentation. |
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R 12/10 |
Presentations |
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Prepare for your presentation. |
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Finals Week |
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TBA |
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Final portfolio due (along with the final draft of the Literacy Narrative). |