ENGL 610 Calendar
WEEK 1 // JANUARY 23 // INTRODUCTION
- What we talk about when we talk about teaching and reading
- Lee Shulman, “Taking Learning Seriously“
WEEK 2 // JANUARY 30 // 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
- Salvatori and Donahue, The Elements (and Pleasures) of Difficulty
- The sketches on Plot (p. 57); Narration (p. 106); Character (p. 119); Setting (p. 165); Symbol (p. 195); and Theme (p. 215) from the Norton Introduction to Literature
- Raymond Carver, “Cathedral” from the Norton Introduction to Literature, pp. 21-32
WEEK 3 // FEBRUARY 6 // STUDENT READING PRACTICES
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
- In Class: Think Aloud Poetry Interpretation
WEEK 4 // FEBRUARY 13 // WHERE DOES MEANING LIE?
- The entries for “New Criticism” (on campus / off campus) and “Reader-Response Theory and Criticism” (on campus / off campus) from the Johns Hopkins Guide to Literary Theory and Criticism
- Robert Crosman, “Do Readers Make Meaning?” from The Reader in the Text: Essays on Audience and Interpretation, pp. 149-164 (e-reserve)
- The sketches on Tone (p. 416); Speaker (p. 431); Setting (p. 446); Language (p. 465); Sound (p. 501); Internal Structure (p. 520); and External Form (p. 540) from the Norton Introduction
- Anne Sexton, “The Fury of Overshoes” (p. 407); John Donne, “The Flea” (p. 450); Galway Kinnel, “Blackberry Eating” (p. 599); and Claude McKay, “The White House” (604) from the Norton Introduction
- Due: Think Aloud Analysis
WEEK 5 // FEBRUARY 20 // LISTENING TO STUDENTS
- Sheridan Blau, The Literature Workshop, chapters 1-7
- James Baldwin, “Sonny’s Blues” from the Norton Introduction, pp. 81-105
- Arlene Wilner, “Confronting Resistance: Sonny’s Blues-and Mine,” Pedagogy 2.2 (2002): 173-196, available online through Project Muse (on-campus or off-campus)
WEEK 6 // FEBRUARY 27 // POLITICS OF TEACHING
- Sheridan Blau, The Literature Workshop, chapters 8-14
- Gerald Graff, “Organizing the Conflicts in the Curriculum,” The Journal of the Midwest Modern Language Association 25.1 (1992): 63-76, available online through JSTOR (on-campus or off-campus)
- Peter Elbow, “The War between Reading and Writing: And How to End It,” Rhetoric Review 12.1 (1993): 5-24, available online through JSTOR (on-campus or off-campus)
- William Carlos Williams, “The Use of Force” from the Norton Introduction, pp. 363-366
WEEK 7 // MARCH 5 // POLITICS OF INTERPRETATION
- Robert Scholes, Textual Power
- Kate Chopin, “The Story of an Hour” from the Norton Introduction, pp. 314-315
WEEK 8 // MARCH 12 // SPRING BREAK
WEEK 9 // MARCH 19 // WRITING AND READING
- Lynn Z. Bloom, “Textual Terror, Textual Power: Teaching Literature through Writing Literature,” from When Writing Teachers Teach Literature: Bringing Writing to Reading, pp. 77-86.
- Cheryl Glenn, “The Reading-Writing Connection: What’s Process Got to Do with It?,” from When Writing Teachers Teach Literature, pp. 99-118.
- Brenda M. Greene, “Reinventing the Literary Text: Student Writers at Work,” from When Writing Teachers Teach Literature, pp. 177-190.
- Peter Elbow, “Breathing Life into the Text,” from When Writing Teachers Teach Literature, pp. 193-205.
- Carl R. Lovitt, “Using Journals to Redefine Public and Private Domains in the Literature Classroom,” from When Writing Teachers Teach Literature, pp. 230-244.
WEEK 10 // MARCH 26 // READING AND WRITING
- Kathleen Blake Yancey, “Portfolios, Literature, and Learning: Story as a Way of Constructing the World,” from When Writing Teachers Teach Literature, pp. 288-299.
- William E. Coles, “Less as More: The Ten-Minute Writing Assignment as Enabling Constraint,” from When Writing Teachers Teach Literature, pp. 301-310.
- Joseph F. Trimmer, “We Wrote the Book on That: Excerpts from Our Journals,” from When Writing Teachers Teach Literature, pp. 65-75.
- Gerald Graff, “Afterword,” from When Writing Teachers Teach Literature, pp. 324-333.
- Due: Literary Interpretation and Reflection
WEEK 11/ APRIL 2 // THE BIG PICTURE
- Gerald Graff, Clueless in Academe, chapters 1-7
- Selection from the Norton Introduction TBA
WEEK 12 // APRIL 9 // THE BIGGER PICTURE
- Gerald Graff, Clueless in Academe, chapters 8-14 and Epilogue
- Selection from the Norton Introduction TBA
WEEK 13 // APRIL 16 // TEACHING PRESENTATIONS
WEEK 14 // APRIL 23 // TEACHING PRESENTATIONS
WEEK 15 // APRIL 30 // TEACHING PRESENTATIONS