Week 1 / January 20 / Introduction
- What we talk about when we talk about teaching and reading
- Lee Shulman, Taking Learning Seriously
- In Class: A Private Universe
Week 2 / January 27 / The Question of Difficulty
- John Bransford, Ann Brown, and Rodney Cocking, eds. How People Learn: Brain, Mind, Experience, and School, chapter 2, pp. 17-38 (also available on Blackboard)
- Salvatori and Donahue, The Elements (and Pleasures) of Difficulty
- Raymond Carver, “Cathedral” (Blackboard)
Week 3 / February 3 / Critical reading
- Robert Scholes, Textual Power, chapter 2 (Blackboard)
- Research Findings from the Visible Knowledge Project on Teaching and Learning:
Active and Critical Reading Introduction
Active and Critical Reading Poster
Balancing Structure and Open-endedness
An Inquiry into Student Reading Practices - Sherry Linkon, “The Reader’s Apprentice: Making Critical Cultural Reading Visible.” Pedagogy 5.2 (2005): 247-273. <http:/muse.jhu.edu/journals/pedagogy/v005/5.2linkon.html>.
- In Class: Think Aloud Poetry Interpretation
Week 4 / February 10 / Reconsidering literacy
- James Paul Gee, What Video Games Have to Teach Us About Learning and Literacy
- Sam Barlow, Aisle
- Jeremy Freese, Violet
- September 12th
- Flow
- In Class: Every Day the Same Dream, The Storyteller, and The Baron
- Due: Think Aloud Analysis
Week 5 / February 17 / Workshopping literature
- Sheridan Blau, The Literature Workshop, chapters 1-7
- James Baldwin, “Sonny’s Blues” (Blackboard)
Week 6 / February 24 / Politics of Interpretation
- Sheridan Blau, The Literature Workshop, chapters 8-14
- William Carlos Williams, “The Use of Force” (Blackboard)
Week 7 / March 3 / Reading and writing
- Peter Elbow, “The War between Reading and Writing: And How to End It,” Rhetoric Review 12.1 (1993): 5-24, available on JSTOR
- Cheryl Glenn, “The Reading-Writing Connection: What’s Process Got to Do with It?,” from When Writing Teachers Teach Literature, pp. 99-118. (Blackboard)
- Brenda M. Greene, “Reinventing the Literary Text: Student Writers at Work,” from When Writing Teachers Teach Literature, pp. 177-190. (Blackboard)
- Peter Elbow, “Breathing Life into the Text,” from When Writing Teachers Teach Literature, pp. 193-205. (Blackboard)
- Carl R. Lovitt, “Using Journals to Redefine Public and Private Domains in the Literature Classroom,” from When Writing Teachers Teach Literature, pp. 230-244. (Blackboard)
- Kathleen Blake Yancey, “Portfolios, Literature, and Learning: Story as a Way of Constructing the World,” from When Writing Teachers Teach Literature, pp. 288-299. (Blackboard)
- William E. Coles, “Less as More: The Ten-Minute Writing Assignment as Enabling Constraint,” from When Writing Teachers Teach Literature, pp. 301-310. (Blackboard)
- Kate Chopin, “The Story of an Hour” (Blackboard)
Week 8 / March 10 / Spring Break
Week 9 / March 17 / Writing and reading
- Scholes et al, Text Book, chapter 1 and 2
Week 10 / March 24 / Reading and Writing
- Text Book, chapter 3 and 4
- Due: Literary Interpretation and Reflection
Week 11 / March 31 / Case Study
- Kyle Baker, Nat Turner
- Gray, Thomas R. The Confessions of Nat Turner. DigitalCommons@University of Nebraska – Lincoln. <http://digitalcommons.unl.edu/etas/15/>
- Gray, Thomas R. The Confessions of Nat Turner, the Leader of the Late Insurrection in Southampton, VA. Baltimore, 1831. Documenting the American South. <http://docsouth.unc.edu/neh/turner/menu.html>.
- Scott McCloud, excerpts from Understanding Comics (Blackboard)
Week 12 / April 7 / Case Study
- Kyle Baker, Nat Turner
Week 13 / April 14 / Teaching Presentations
Week 14 / April 21 / Teaching Presentations
Week 15 / April 28 / Teaching Presentations
Week 16 / May 5 / Teaching Presentations
Week 1 / January 20 / Introduction
What we talk about when we talk about teaching and reading
Lee Shulman, “Taking Learning Seriously,” available online at <http:/www.carnegiefoundation.org/elibrary/taking-learning-seriously>
Week 2 / January 27 / The Question of Difficulty
John Bransford, Ann Brown, and Rodney Cocking, eds. How People Learn: Brain, Mind, Experience, and School, chapter 2, pp. 17-38, available online at <http:/tinyurl.com/yrhpon>
Salvatori and Donahue, The Elements (and Pleasures) of Difficulty
Raymond Carver, “Cathedral” (Blackboard)
week 3 / February 3 / Critical reading
Robert Scholes, Textual Power, chapter 2 (Blackboard)
Research Findings from the Visible Knowledge Project on Teaching and Learning:
Active and Critical Reading Introduction <http:/tinyurl.com/2xdn9k>
Active and Critical Reading Poster <http:/tinyurl.com/2huqbd>
Balancing Structure and Open-endedness <http:/tinyurl.com/285xg4>
An Inquiry into Student Reading Practices <http:/tinyurl.com/yq7ktg>
Sherry Linkon, “The Reader’s Apprentice: Making Critical Cultural Reading Visible.” Pedagogy 5.2 (2005): 247-273. <http:/muse.jhu.edu/journals/pedagogy/v005/5.2linkon.html>.
In Class: Think Aloud Poetry Interpretation
Week 4 / February 10 / Reconsidering literacy
James Paul Gee, What Video Games Have to Teach Us About Learning and Literacy
Sam Barlow, Aisle; Jeremy Freese, Violet, and other games
Due: Think Aloud Analysis
Week 5 / February 17 / Workshopping literature
Sheridan Blau, The Literature Workshop, chapters 1-7
James Baldwin, “Sonny’s Blues” (Blackboard)
Week 6 / February 24 / Politics of Interpretation
Sheridan Blau, The Literature Workshop, chapters 8-14
William Carlos Williams, “The Use of Force” (Blackboard)
Week 7 / March 3 / Reading and writing
Peter Elbow, “The War between Reading and Writing: And How to End It,” Rhetoric Review 12.1 (1993): 5-24, available online through JSTOR at <http:/tinyurl.com/36zfkn> (on-campus) and <http:/tinyurl.com/36eau4> (off-campus)
Cheryl Glenn, “The Reading-Writing Connection: What’s Process Got to Do with It?,” from When Writing Teachers Teach Literature, pp. 99-118. (Blackboard)
Brenda M. Greene, “Reinventing the Literary Text: Student Writers at Work,” from When Writing Teachers Teach Literature, pp. 177-190. (Blackboard)
Peter Elbow, “Breathing Life into the Text,” from When Writing Teachers Teach Literature, pp. 193-205. (Blackboard)
Carl R. Lovitt, “Using Journals to Redefine Public and Private Domains in the Literature Classroom,” from When Writing Teachers Teach Literature, pp. 230-244. (Blackboard)
Kathleen Blake Yancey, “Portfolios, Literature, and Learning: Story as a Way of Constructing the World,” from When Writing Teachers Teach Literature, pp. 288-299. (Blackboard)
William E. Coles, “Less as More: The Ten-Minute Writing Assignment as Enabling Constraint,” from When Writing Teachers Teach Literature, pp. 301-310. (Blackboard)
Kate Chopin, “The Story of an Hour” (Blackboard)
Week 8 / March 10 / spring break
Week 9 / March 17 / Writing And reading
Scholes et al, Text Book, chapter 1 and 2
Week 10 / March 24 / Reading and Writing
Text Book, chapter 3 and 4
Due: Literary Interpretation and Reflection
week 11 / March 31 / Case Study
Kyle Baker, Nat Turner
Scott McCloud, excerpts from Understanding Comics (e-reserve)
Week 12 / April 7 / Case Study
Kyle Baker, Nat Turner
Week 13 / April 14 / Teaching Presentations
week 14 / april 21 / Teaching Presentations
week 15 / april 28 / Teaching Presentations