HUSL 7334: Rhetoric Pedagogy Practicum

Fall 2006, Section 501 (MW, 5:30 – 6:45 p.m.)

Dr. Gooch
Office Number: J0 4.128
Office Hours: MW, 1 – 4 p.m. and by appointment
Office Phone: (972) 883 - 2038
E-mail: john.gooch@utdallas.edu

Course Description
HUSL 7334: Rhetoric Pedagogy Practicum is required for teaching assistants who teach RHET
1302 at UTD and recommended for those are interested in teaching the course either at UTD or
comparable courses at other universities. This term, we will address several concerns directly
related to the practice of teaching as well as study the, often times competing, philosophies and
theories that inform, govern, and direct composition and rhetoric pedagogy. By the end of the
semester, students should be able to apply these philosophies and theories to their own teaching
practices as well as articulate their own teaching philosophy.

Objectives
Upon successful completion of HUSL 7334, students should be able to:

· Understand praxis (space where theory meets practice) as a goal of teaching rhetoric
· Comprehend effectively a number of theories that inform the rhetoric (and composition)
instruction
· Apply knowledge gained from readings and class discussions to classroom teaching
· Analyze and synthesize readings from major theorists in an effort to develop and/or
revise their own teaching philosophy
· Evaluate critically their own classroom practices and approach to teaching rhetoric

Required Textbooks
Corbett, Edward P.J., Myers, Nancy, and Tate, Gary. (Eds.). The Writing Teacher’s Sourcebook. Fifth Edition.
New York: Oxford University Press, 2000.

Lindemann, Erika. A Rhetoric for Writing Teachers. Fourth Edition. New York: Oxford University Press, 2001.

Tate, Gary, Rupiper, Amy, and Schick, Kurt. (Eds.). A Guide to Composition Pedagogies. New York: Oxford
University Press, 2001.

E- Reserve Readings
http://utdallas.docutek.com/eres/coursepage.aspx?cid=116
Password is rhetped.

Bruffee, Kenneth A. “Collaborative Learning and the ‘Conversation of Mankind.’” The New St. Martin’s Guide
to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 482-
500.

Connors, Robert and Cheryl Glenn. “Chapter 6: Responding to and Evaluating Student Essays.” The New St.
Martin’s Guide to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St.
Martin’s, 1999. 97-120 (110-115).

Connors, Robert and Cheryl Glenn. “Chapter 7: Teaching Composing Processes.” The New St. Martin’s Guide
to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 123-
159.

1
Faigley, Lester. “Introduction.” Fragments of Rationality: Postmodernity and the Subject of Composition.
Pittsburgh: University of Pittsburgh Press, 1992. 3-24.

Flower, Linda. “Writer-Based Prose: A Cognitive Basis for Problems in Writing.” The New St. Martin’s Guide
to Teaching Writing. Robert Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 309-
331.

Freire, Paulo. “Chapter 2.” Pedagogy of the Oppressed. Trans. by Myra Bergman Ramos. New York: The
Seabury Press, 1974. 57-74.

Giroux, Henry. “Critical Theory and Rationality in Citizenship Education.” Curriculum Inquiry, Vol. 10, No. 4
(Winter, 1980), pp. 329-366.

Giroux, Henry. “Liberal Arts, Public Philosophy, and the Politics of Civic Courage.” Curriculum Inquiry, Vol.
10, No. 4 (Autumn, 1987), pp. 331-335.

Jarratt, Susan C. “Introduction: Redefining Classical Rhetoric.” Rereading the Sophists: Classical Rhetoric
Refigured. Carbondale, Illinois: Southern Illinois University Press, 1991. xv-xxiv.

Jarratt, Susan C. “The First Sophists: History and Historiography.” Rereading the Sophists: Classical Rhetoric
Refigured. Carbondale, Illinois: Southern Illinois University Press, 1991. 1-29.

Jarratt, Susan C. “Sophistic Pedagogy: Then and Now.” Rereading the Sophists: Classical Rhetoric
Refigured. Carbondale, Illinois: Southern Illinois University Press, 1991. 81-117.

Mancall, James N. “Up and Down Staircase: Literature Ph.D.s Working in the Divide.” Teaching
Composition/Teaching Literature: Crossing Great Divides. Michelle M. Tokarczyk and Irene Papoulis (Eds.).
New York: Peter Lang, 2003. 79-88.

Pezzulich, Evelyn. “Shifting Paradigms: The Reemergence of Literary Texts in Composition Classrooms.”
Teaching Composition/Teaching Literature: Crossing Great Divides. Michelle M. Tokarczyk and Irene
Papoulis (Eds.). New York: Peter Lang, 2003. 26-40.

Sommers, Nancy. “Responding to Student Writing.” The New St. Martin’s Guide to Teaching Writing. Robert
Connors and Cheryl Glenn (Eds.). New York: Bedford/St. Martin’s, 1999. 339-347.

Tokarczyk, Michell M. and Irene Papoulis. “Introduction.” Teaching Composition/Teaching Literature:

Crossing Great Divides. Michelle M. Tokarczyk and Irene Papoulis (Eds.). New York: Peter Lang, 2003. 1-10.

Assignments
Assignment Percentage Due Date
Classroom Observation Report (5-7 pages) 15% Sept 15
Critical Essay (10 pages) 25% Oct 6
Statement of Teaching Philosophy (3-5 pages) 10% Oct 27
Annotated Syllabus (15-20 pages – prox) 30% Nov 27
Article Presentations (2 total) 10% TBD
Online Responses (1 per week) 5% TBD
Attendance and Participation 5% NA

2
HUSL 7334 Schedule, FALL 2006**

Aug 21 Introduction to the Course

Aug 23 Teaching Writing Courses
Lindemann, Chapters 1-2; Shaughnessy, page 94 (WTS); Mutnick, page 183 (Guide)
Aug 28 The Composing Process
Lindemann, Chapters 3, 7, 12; Connors and Glenn, Chapter 7, “The Composing Process” (e-
reserve)
Aug 30 Composing and Revising
*Elbow, page 54 (WTS); *Sommers, page 279 (WTS); *Reither, page 286 (WTS);
*Tobin, page 1 (Guide)
Sept 4 Labor Day Holiday
No Class
Sept 6 Teaching Audience
*Park, page 310 (WTS); *Ede and Lunsford, page 320 (WTS); *Elbow, page 335 (WTS)
Sept 11 Teaching Style
Lindemann, Chapter 5, 10-11; *Lu, page 152 (WTS); *Connors, page 353 (WTS)
Sept 13 Teaching Style
*Weathers, page 368 (WTS); *Rankin, page 374 (WTS); *Ohmann, page 384 (WTS)
Sept 18 Designing the Writing Course, the Teacher’s Role
Lindemann, Chapter 15; *Tobin, page 72 (WTS)
Sept 20 Assignments
Lindemann, Chapter 13; *Rose, page 193 (WTS); *Peck, page 212 (WTS); *Larson, page 216
(WTS); *Fahnestock and Secor, page 222 (WTS)
Sept 25 Responding and Commenting
Lindemann, Chapter 14; Connors and Glenn, Chapter 6, pages 110-115 (e-reserve); *Sommers,
“Responding to Student Writing” (e-reserve)
Sept 27 Responding and Commenting
*Horvath, page 243 (WTS); *Bartholomae, page 258 (WTS); *Farber, page 273 (WTS)
Oct 2 Rhetorical Pedagogy
Lindemann, Chapters 4, 8-9; *Covino, page 36 (Guide); *Fulkerson, page 3 (WTS)
Oct 4 Rhetorical Pedagogy
*Berlin, page 9 (WTS); *Corbett, page 26 (WTS); Jarratt, “Introduction” (e-reserve); *“The First
Sophists…” (e-reserve); *“Sophistic Pedagogy…” (e-reserve)
Oct 9 Collaborative Learning/Collaborative Approaches
*Roskelly, page 123 (WTS); *Bleich, page 294 (WTS); *Howard, page 54 (Guide)
Oct 11 Collaborative Learning/Collaborative Approaches
Bruffee, “Conversations of Mankind” (e-reserve)
Oct 16 Technology and Teaching Writing
Lindemann, Chapter 16; *Moran, page 203 (Guide); *Hawisher and Selfe, page 129 (WTS)
Oct 18 Cultural Studies, Postmodernism
*George and Trimbur, page 71 (Guide); *Salvatori, page 163 (WTS); Faigley, “Intro” from
Fragments of Rationality (e-reserve)
Oct 23 Literature and Composition
Tokarczyk and Papoulis, “Intro” to Teaching Comp/Teaching Lit (e-reserve)
*Pezzulich, “Shifting Paradigms” (e-reserve)
Oct 25 Literature and Composition
*Mancall, “Up and Down Staircase” (e-reserve); *Tate, page 175 (WTS)

3
Oct 30 Critical and Liberatory Pedagogy
*George, page 92 (Guide); Freire, “Ch. 2” from Pedagogy of the Oppressed (e-reserve)
Nov 1 Critical and Liberatory Pedagogy
*Giroux, “Critical Theory…” (e-reserve); “Liberal Arts…” (e-reserve)
Nov 6 Students as Citizens
*Julier, page 132 (Guide); *Matalene, page 180 (WTS)
Nov 8 Writing Center Pedagogy
*Hobson, page 165 (Guide); *Harris, page 139 (WTS)
Nov 13 Feminist Pedagogy
*Jarratt, page 113 (Guide); *Lamb, page 231 (WTS)
Nov 15 Cognitive Approach to Teaching Writing
Lindemann, Chapter 6; Flower, “Writer-Based Prose…” (e-reserve)
Nov 20 Expressivist Pedagogy
*Burnham, page 19 (Guide); *Morgan, page 87 (WTS)
Nov 22 Class Canceled
Nov 27 Presentations of Syllabi
Writing Across the Curriculum
*McCleod, page 149 (Guide)
*Articles for presentations. WTS = The Writing Teacher’s Sourcebook
**The schedule is subject to change. Guide = A Guide to Composition Pedagogies

Policies
General Policies and Course Expectations
· At minimum, students must submit all major assignments (not including homework/class
work) to earn an A or B in the course. Students who fail to submit all major assignments
will receive a grade no higher than “C,” regardless of his or her performance on other
assignments.
· Cell phones and digital pagers must be powered off during formal class hours.
· Modern Language Association (most recent edition) style guide is required for source
citation and bibliographic, or “works cited,” listings.
· Students will attend class prepared by completing the reading and participating actively
in discussions.
· Students will complete assignments thoughtfully and on time.

Attendance
Successful completion of HUSL 7334: Rhetoric Pedagogy Practicum depends upon your regular
attendance. If you cannot commit to attending class regularly, then you should drop the class
and reenroll whenever the class is offered again. More than two (2) absences will negatively
affect your grade, and you should notify me beforehand if you need to miss class.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law
and University policies and procedures regarding travel and risk-related activities.
Information regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional
information is available from the office of the school dean. Below is a description of any
travel and/or risk-related activity associated with this course.

4
Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university’s Handbook of Operating Procedures. Copies of these rules and regulations
are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the
work done by the student for that degree, it is imperative that a student demonstrate a
high standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related
to applications for enrollment or the award of a degree, and/or the submission as one’s
own work or material that is not one’s own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating, plagiarism, collusion and/or falsifying
academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email
raises some issues concerning security and the identity of each individual in an email
exchange. The university encourages all official student email correspondence be sent
only to a student’s U.T. Dallas email address and that faculty and staff consider email
from students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each

5
 student with a free email account that is to be used in all communication with university
personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be
submitted in writing to the respondent with a copy of the respondent’s School Dean. If
the matter is not resolved by the written response provided by the respondent, the
student may submit a written appeal to the School Dean. If the grievance is not resolved
by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an
Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The
results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean
of Students, where staff members are available to assist students in interpreting the rules
and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed.
An incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove
the incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to
6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to
5:30 p.m.

6
 The contact information for the Office of Disability Services is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For example,
it may be necessary to remove classroom prohibitions against tape recorders or animals
(in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with
mobility impairments may have to be rescheduled in accessible facilities. The college or
university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class or
during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so
excused, will be allowed to take the exam or complete the assignment within a
reasonable time after the absence: a period equal to the length of the absence, up to a
maximum of one week. A student who notifies the instructor and completes any missed
exam or assignment may not be penalized for the absence. A student who fails to
complete the exam or assignment within the prescribed period may receive a failing
grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the
purpose of observing a religious holy day] or if there is similar disagreement about
whether the student has been given a reasonable time to complete any missed
assignments or examinations, either the student or the instructor may request a ruling
from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC
51.911(b), and the student and instructor will abide by the decision of the chief executive
officer or designee.

7
Assignment Descriptions

NOTE: Please upload all major assignments to WebCT no later than 11:55 p.m. on the due date
specified for each assignment. Assignments received after 12:00 a.m. (midnight) will be
considered late.

Classroom Observation Report

Due: September 15, 2006
Length: Approximately 5 to 7 pages, double-spaced, 11 or 12 point font

You will observe another experienced RHET 1302 teacher’s class and write a short report. The
report should offer both summary and analysis, explaining the observations and also your
reaction to what you observed in the classroom. It should also identify the objectives for that
particular class as well as his or her methods. The closing paragraphs of the report should
present a critical, informed, and neutral evaluation of that class (not the teacher). You should
speak to positive aspects as well as to possible needs for improvement.

I will provide you with a list of persons currently teaching 1302 and their e-mail addresses so that
you may contact one of these teachers to arrange a suitable day and time for observation. You
should complete your observations no later than the first week of September, but no one should
attempt to schedule and/or make classroom visits during the first week of classes. You may begin
visiting classes after Thursday, August 24th.

Critical Essay
Due: October 6, 2006
Length: 10 pages, double-spaced, 11 or 12 point font

You will submit one critical essay related to course content. The essay should demonstrate your
ability to synthesize sources in an effort to make an argument. The paper might make an
argument for an emphasis on literary works in teaching rhetoric and composition. You could also
offer a critical analysis of an author’s work or works (e.g., Freire, Giroux, Faigley). You choose
the topic of the paper. Creativity and originality will be rewarded. Rhetoric Pedagogy Practicum is
a 7000-level course, so you should not fear taking some risks. Make strong claims and assertions;
support these assertions with good evidence and reasoning.

Statement of Teaching Philosophy

Due: October 27, 2006
Length: 3 to 5 pages, double-spaced, 11 or 12 point font

You will prepare a statement of your teaching philosophy as informed by existing scholarship in
composition and rhetoric. As new teachers of rhetoric, it is important that your philosophy is
“grounded” in the literature from the discipline. You might also position yourself as a “feminist”
pedagogue or embrace a “cultural studies/critical inquiry” approach to teaching, but I do not
mean to suggest that you must totally agree with one particular philosophy or any current
thinking about composition/rhetoric pedagogy. If you find yourself departing from “conventional”
or established (whatever that may be) thinking about composition/rhetoric pedagogy, then you
can most certainly articulate that departure in your philosophy. Rationales are important; explain
to me why you believe what you believe and why you do what you do. Support those
explanations with good reasoning and justifications.

8
Your statement of teaching philosophy should also very clearly explain how your philosophy
informs your classroom practices. As rhetoric teachers, we are always attempting to achieve
praxis; in other words, we are always attempting to bridge the distance between theory and
practice. Tell me what you believe, why you believe it, and how you teach based on your
philosophy.

Annotated Syllabus
Due: November 27, 2006
Length: Approximately 15 to 20 pages, 11 or 12 point font

The Annotated Syllabus represents the culminating assignment in HUSL 7334. You will design
your ideal rhetoric and writing course, and the syllabus should reflect that course’s
goals/objectives, activities, assignments, and readings. For each activity, policy, and content
item, you will offer explanations of rationale and motivation for including this content. The
syllabus should include the following:

· Your guiding philosophy for the course (Does your course reflect a particular pedagogical
approach? What is your rationale for this approach?)
· Course description
· Course objectives (three, at the very minimum)
· Your contact information (telephone number, e-mail address, office hours)
· Course title (title might reflect a thematic approach)
· Policies (e.g., attendance, consequences for late work and excessive absences)
· Assignments and detailed assignment descriptions with objectives
· Schedule (based on Spring 2007 schedule)
· Textbooks and materials (why you chose these textbooks and materials).
· Grading methodology (e.g., grading scale, portfolio, holistic evaluation)
· Criteria for evaluation

The syllabus should include clear, detailed descriptions and strong rationales. As with other
assignments, the annotated syllabus represents an opportunity to not only show what you have
learned from this course but also to exercise your creativity.

Article Presentations
Due: TBD
Length: Approximately 15 to 20 minutes

You will choose two (2) articles or chapters from the course readings this term and give two (2)
presentations during the course of this term. First, you will identify the author and begin with a
brief overview of the article’s content. What is the author’s purpose and/or agenda? What is he
or she trying to accomplish? What major sources does he or she reference? What is the author’s
thesis and what is he or she attempting to prove? Then, the presenter will highlight the author’s
major arguments and premises. He or she may point the rest of the class to specific passages
that highlight important themes. Finally, the presenter will offer a brief evaluation and
assessment. Did the author prove his or point? Was the argument valid or viable? What should
we learn from this author’s work? (You will select works that appear on the schedule with an
asterisk.)

9
Online Responses
Due: TBD
Length: Varies

You will post at least one (1) response per week reacting to class discussions and readings. The
only requirement for these posts is that you must offer a critical and thoughtful response to
course content. Otherwise, you may feel free to comment and critique how ever you deem
appropriate and beneficial, and ideally, the posts will inspire and encourage an on-line,
asynchronous dialogue outside of the physical classroom environment. Please post responses to
WebCT. I will create discussion forums for this purpose.

10