{"id":6,"date":"2008-01-18T22:58:30","date_gmt":"2008-01-19T03:58:30","guid":{"rendered":"http:\/\/www.samplereality.com\/gmu\/spring2008\/610\/?page_id=6"},"modified":"2008-03-18T19:49:39","modified_gmt":"2008-03-19T00:49:39","slug":"calendar","status":"publish","type":"page","link":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/calendar\/","title":{"rendered":"Calendar"},"content":{"rendered":"<h2>ENGL 610 Calendar<\/h2>\n<p><strong>WEEK 1 \/\/ JANUARY 23 \/\/ INTRODUCTION<\/strong><\/p>\n<ul>\n<li>What we talk about when we talk about teaching and reading<\/li>\n<li>Lee Shulman, &#8220;<a href=\"http:\/\/www.carnegiefoundation.org\/pub\/sub.asp?key=452&amp;subkey=618\">Taking Learning Seriously<\/a>&#8220;<\/li>\n<\/ul>\n<p><strong>WEEK 2 \/\/ JANUARY 30 \/\/ THE QUESTION OF DIFFICULTY<\/strong><\/p>\n<ul>\n<li>John Bransford, Ann Brown, and Rodney Cocking, eds. <a href=\"http:\/\/books.nap.edu\/openbook.php?record_id=6160&amp;page=17\"><em>How People Learn: Brain, Mind, Experience, and School<\/em><\/a>, chapter 2, pp. 17-38<\/li>\n<li>Salvatori and Donahue, <em>The Elements (and Pleasures) of Difficulty<\/em><\/li>\n<li>The sketches on Plot (p. 57); Narration (p. 106); Character (p. 119); Setting (p. 165); Symbol (p. 195); and Theme (p. 215) from the <em>Norton Introduction to Literature<\/em><\/li>\n<li>Raymond Carver, &#8220;Cathedral&#8221; from the <em>Norton Introduction to Literature<\/em>, pp. 21-32<\/li>\n<\/ul>\n<p><strong>WEEK 3 \/\/ FEBRUARY 6 \/\/ STUDENT READING PRACTICES<\/strong><\/p>\n<p>Research Findings from the Visible Knowledge Project on Teaching and Learning:<\/p>\n<ul>\n<li><a href=\"http:\/\/crossroads.georgetown.edu\/vkp\/themes\/poster_showcase_reading.htm\"> Active and Critical Reading Introduction<\/a><\/li>\n<li> <a href=\"https:\/\/www8.georgetown.edu\/centers\/cndls\/applications\/posterTool\/index.cfm?fuseaction=poster.display&amp;posterID=308\">Active and Critical Reading Poster<\/a><\/li>\n<li><a href=\"https:\/\/www8.georgetown.edu\/centers\/cndls\/applications\/posterTool\/index.cfm?fuseaction=poster.display&amp;posterID=152\"> Balancing Structure and Open-endedness <\/a><\/li>\n<li><a href=\"https:\/\/www8.georgetown.edu\/centers\/cndls\/applications\/posterTool\/index.cfm?fuseaction=poster.display&amp;posterID=154\"> An Inquiry into Student Reading Practices<\/a><\/li>\n<li> In Class: Think Aloud Poetry Interpretation<\/li>\n<\/ul>\n<p><a title=\"weekfour\" name=\"weekfour\"><\/a><strong>WEEK 4 \/\/ FEBRUARY 13 \/\/ WHERE DOES MEANING LIE?<\/strong><\/p>\n<ul>\n<li> The entries for &#8220;New Criticism&#8221; (<a href=\"http:\/\/litguide.press.jhu.edu\/cgi-bin\/view.cgi?eid=193\">on campus<\/a> \/ <a href=\"http:\/\/mutex.gmu.edu:4070\/cgi-bin\/view.cgi?eid=193\">off campus<\/a>) and &#8220;Reader-Response Theory and Criticism&#8221; (<a href=\"http:\/\/litguide.press.jhu.edu\/cgi-bin\/view.cgi?eid=220\">on campus<\/a> \/ <a href=\"http:\/\/mutex.gmu.edu:4070\/cgi-bin\/view.cgi?eid=220\">off campus<\/a>) from the <a href=\"http:\/\/furbo.gmu.edu\/dbwiz\/lit\">Johns Hopkins Guide to Literary Theory and Criticism<\/a><\/li>\n<li> Robert Crosman, &#8220;Do Readers Make Meaning?&#8221; from <em>The Reader in the Text: Essays on Audience and Interpretation<\/em>, pp. 149-164 (e-reserve)<\/li>\n<li> 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 <em>Norton Introduction<\/em><\/li>\n<li> Anne Sexton, &#8220;The Fury of Overshoes&#8221; (p. 407); John Donne, &#8220;The Flea&#8221; (p. 450); Galway Kinnel, &#8220;Blackberry Eating&#8221; (p. 599); and Claude McKay, &#8220;The White House&#8221; (604) from the <em>Norton Introduction<\/em><\/li>\n<li> Due: <a href=\"http:\/\/www.samplereality.com\/gmu\/spring2008\/610\/guidelines\/think-aloud-analysis\/\">Think Aloud Analysis<\/a><\/li>\n<\/ul>\n<p><strong> WEEK 5 \/\/ FEBRUARY 20 \/\/ LISTENING TO STUDENTS<\/strong><\/p>\n<ul>\n<li> Sheridan Blau, <em>The Literature Workshop<\/em>, chapters 1-7<\/li>\n<li> James Baldwin, &#8220;Sonny&#8217;s Blues&#8221; from the <em>Norton Introduction<\/em>, pp. 81-105<\/li>\n<li> Arlene Wilner, &#8220;Confronting Resistance: Sonny&#8217;s Blues-and Mine,&#8221; <em>Pedagogy <\/em>2.2 (2002): 173-196, available online through Project Muse (<a href=\"http:\/\/tinyurl.com\/2oewqj\">on-campus<\/a> or <a href=\"http:\/\/mutex.gmu.edu:2158\/journals\/pedagogy\/v002\/2.2wilner.pdf\">off-campus<\/a>)<\/li>\n<\/ul>\n<p><strong> WEEK 6 \/\/ FEBRUARY 27 \/\/ POLITICS OF TEACHING<\/strong><\/p>\n<ul>\n<li> Sheridan Blau, <em>The Literature Workshop<\/em>, chapters 8-14<\/li>\n<li> Gerald Graff, &#8220;Organizing the Conflicts in the Curriculum,&#8221; <em>The Journal of the Midwest Modern Language Association<\/em> 25.1 (1992): 63-76, available online through JSTOR (<a href=\"http:\/\/tinyurl.com\/2kumet\">on-campus<\/a> or <a href=\"http:\/\/tinyurl.com\/2wmrvh\">off-campus<\/a>)<\/li>\n<li> Peter Elbow, &#8220;The War between Reading and Writing: And How to End It,&#8221; <em>Rhetoric Review<\/em> 12.1 (1993): 5-24, available online through JSTOR (<a href=\"http:\/\/tinyurl.com\/36zfkn\">on-campus<\/a> or <a href=\"http:\/\/tinyurl.com\/36eau4\">off-campus<\/a>)<\/li>\n<li> William Carlos Williams, &#8220;The Use of Force&#8221; from the <em>Norton Introduction<\/em>, pp. 363-366<\/li>\n<\/ul>\n<p><strong> WEEK 7 \/\/ MARCH 5 \/\/ POLITICS OF INTERPRETATION<\/strong><\/p>\n<ul>\n<li> Robert Scholes, <em>Textual Power<\/em><\/li>\n<li> Kate Chopin, &#8220;The Story of an Hour&#8221; from the Norton Introduction, pp. 314-315<\/li>\n<\/ul>\n<p><strong> WEEK 8 \/\/ MARCH 12 \/\/ SPRING BREAK<\/strong><\/p>\n<p><strong>WEEK 9 \/\/ MARCH 19 \/\/ WRITING AND READING<\/strong><\/p>\n<ul>\n<li> Lynn Z. Bloom, &#8220;Textual Terror, Textual Power: Teaching Literature through Writing Literature,&#8221; from <em>When Writing Teachers Teach Literature: Bringing Writing to Reading<\/em>, pp. 77-86.<\/li>\n<li> Cheryl Glenn, &#8220;The Reading-Writing Connection: What&#8217;s Process Got to Do with It?,&#8221; from <em>When Writing Teachers Teach Literature<\/em>, pp. 99-118.<\/li>\n<li> Brenda M. Greene, &#8220;Reinventing the Literary Text: Student Writers at Work,&#8221; from <em>When Writing Teachers Teach Literature<\/em>, pp. 177-190.<\/li>\n<li> Peter Elbow, &#8220;Breathing Life into the Text,&#8221; from <em>When Writing Teachers Teach Literature<\/em>, pp. 193-205.<\/li>\n<li> Carl R. Lovitt, &#8220;Using Journals to Redefine Public and Private Domains in the Literature Classroom,&#8221; from <em>When Writing Teachers Teach Literature<\/em>, pp. 230-244.<\/li>\n<\/ul>\n<p><strong> WEEK 10 \/\/ MARCH 26 \/\/ READING AND WRITING<\/strong><\/p>\n<ul>\n<li> Kathleen Blake Yancey, &#8220;Portfolios, Literature, and Learning: Story as a Way of Constructing the World,&#8221; from <em>When Writing Teachers Teach Literature<\/em>, pp. 288-299.<\/li>\n<li> William E. Coles, &#8220;Less as More: The Ten-Minute Writing Assignment as Enabling Constraint,&#8221; from <em>When Writing Teachers Teach Literature<\/em>, pp. 301-310.<\/li>\n<li> Joseph F. Trimmer, &#8220;We Wrote the Book on That: Excerpts from Our Journals,&#8221; from <em>When Writing Teachers Teach Literature<\/em>, pp. 65-75.<\/li>\n<li> Gerald Graff, &#8220;Afterword,&#8221; from <em>When Writing Teachers Teach Literature<\/em>, pp. 324-333.<\/li>\n<li> Due: Literary Interpretation and Reflection<\/li>\n<\/ul>\n<p><strong> WEEK 11\/ APRIL 2 \/\/ THE BIG PICTURE<\/strong><\/p>\n<ul>\n<li> Gerald Graff, <em>Clueless in Academe<\/em>, chapters 1-7<\/li>\n<li> Selection from the Norton Introduction TBA<\/li>\n<\/ul>\n<p><strong> WEEK 12 \/\/ APRIL 9 \/\/ THE BIGGER PICTURE<\/strong><\/p>\n<ul>\n<li> Gerald Graff, <em>Clueless in Academe<\/em>, chapters 8-14 and Epilogue<\/li>\n<li> Selection from the Norton Introduction TBA<\/li>\n<\/ul>\n<p><strong> WEEK 13 \/\/ APRIL 16 \/\/ TEACHING PRESENTATIONS<\/strong><\/p>\n<p><strong>WEEK 14 \/\/ APRIL 23 \/\/ TEACHING PRESENTATIONS<\/strong><\/p>\n<p><strong>WEEK 15 \/\/ APRIL 30 \/\/ TEACHING PRESENTATIONS<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>ENGL 610 Calendar WEEK 1 \/\/ JANUARY 23 \/\/ INTRODUCTION What we talk about when we talk about teaching and reading Lee Shulman, &#8220;Taking Learning Seriously&#8220; 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. [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/pages\/6"}],"collection":[{"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/comments?post=6"}],"version-history":[{"count":0,"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/pages\/6\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.samplereality.com\/gmu\/spring2008\/610\/wp-json\/wp\/v2\/media?parent=6"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}