Professional Documents
Culture Documents
Nicole Williams
Tillinghast 310
Office Hours: M 10:00-11:00 (in Tilly 320) and 12:30-1:30 W 12:30-1:30
Phone: 508-531-2001
Email: Nicole.williams@bridgew.edu
Website: http://www.nicoleannwilliams.com
Text Required:
Why School by Mike Rose
Lives on the Boundary: A Moving Account of the Struggles and Achievements of Americas Educationally
Underprepared by Mike Rose
Because Writing Matters: Improving Student Writing in our Schools by National Writing Project and Carl
Nagin
Because Digital Writing Matters by National Writing Project
Write Beside Them: Risk, Voice, and Clarity in High School Writing by Penny Kittle
One of the following will be assigned for Book Club:
The Virgin Suicides by Jeffrey Eugenides
This Boys Life by Tobias Wolff
The Color of Water by James McBride
The English Patient by Michael Ondaatje
Materials:
Notebook, 2 folders, pen
Course Description:
This course is designed to help prospective teachers develop a personal and professional sense of what
they want their writing/reading classrooms to look like. To do this, the class will read and write together
about current research and theory on the reading and writing process; about the reading/writing
classroom, past and present; about the rules, regulations, and requirements placed upon you as teachers
today; about the needs of all students as we help them become thoughtful readers and writers themselves.
As we move forward with our understanding of all of this, we will remember where we all start: as
students. Thus, you will examine your own personal writing/reading practices and your experience as a
student as it impacts your future classroom as a teacher.
While we will explore various ways to theorize your teaching practice, my own classroom practice will
identify the theories that I value and serve as a model for you. The classroom I construct will therefore
reinforce particular theories of language and composition (and you should know this going in to the
deal). You will write informally and formally; you will work individually and as a group; you will present
your ideas orally and in print. At the end of the semester you should have the beginnings of a set of
documents that you can take with you into your professional career, and a theory/philosophy of their
significance in your future classroom (that may or may not reflect what I value). Your job is to learn,
explore, and figure out what your classroom may look like.
Course Objectives:
By the end of this course you will have begun the important (and continuing) work of
Understanding the culture of the writing/reading classroom in the United States today,
Exploring the various ways these theories can be developed into meaningful reading/writing
assignments and classroom practices,
Exploring various theories and practices of assessment in order to evaluate student performance,
Course Policies:
In order to successfully pass this course you must attend class, participate in class
discussions, complete in class writings, outside readings, homework, and complete all four
formal writing assignments. Successful completion of the four formal assignments
includes turning in all required drafts and attending workshops and conferences.
Attendance:
Since this is a 300 level course I believe that you all want to be here and that it goes without saying that
what happens in class each day only works if everyone is here to participate as much as possible;
therefore, attendance is mandatory. I will also note that as a 300 level course and one that is designed to
prepare you for teaching, this course is a lot of work. You are allowed two absences (a week worth of
class), free and clear, no excuses necessary. After your two absences any and all absences, regardless of
the reason, will adversely affect your final grade in the course. Your grade will be lowered by a 1/3 of a
letter grade for each additional absence. (ex. A B+ will go down to a B). After 4 absences (two weeks worth
of class) you could fail the course.
Participation:
This course depends heavily on your readiness and willingness to contribute to class discussions and
activities daily. I expect each of you to work with me and each other to make this a real community of
learners. Therefore, you must come to class each day fully prepared having done all assigned
readings and work ready to participate in class. Class activities are designed to build off of outside
work; therefore, I will know if you are unprepared and your grade will reflect it. Please keep in mind the
way you would want students in your own class to participate.
In addition keep in mind:
1 Being absent is not an excuse for turning in late work. All assignments are
expected to be turned in at the beginning of the class period they are due. If you are not
going to be in class e-mail your work to me by the beginning of class time. Late
assignments will not be accepted unless prior arrangements have been made
with me.
2
In class work cannot be made up so it would be wise to come to class prepared each day.
Publication Opportunities:
The Undergraduate Review- Published annually by the Office of Undergraduate Research, showcases
student research and creative work done as part of a class or under the mentorship of Bridgewater
Faculty.
The Bridge- A Creative journal that published by the English Department annually that showcases poetry,
prose, and fine art.
Course Requirements
Formal Essays:
For this class you will write four essays outside of class. Each essay will require a draft that will be
responded to by me and your peers. Assignments will be discussed throughout the semester as the time
for each approaches. Detailed assignment sheets can be located on my website. Assignments are due at
the beginning of class as stated on the course schedule.
Reading Journals (One Pagers):
For each reading, as marked on the schedule, you will be required to write a one page summary,
analytical, and teaching implication response. This will assist you in your comprehension and future
teaching, as well as myself in seeing your understanding.
In-class Writing:
During class time you will be asked to write on a variety of issues, ideas, and prompts that relate to
readings and class material. These writings will assist in class discussion and serve as a tool for both of us
to reflect on the work you are doing. You will find that each of you has your own section on the discussion
board where you will produce these assignments. This will allow you to view them all in one place when it
comes time to put together your portfolio.
Portfolios:
The best way I have found to help students understand and appreciate what it means when I say writing
is a process is to include a portfolio component in my writing classes. Twice this semester, once at
midterm and once at the end of the semester, you will be responsible for collecting and revising the work
youve done in and outside class. You will turn in both formal and informal writing, some of it revised,
some of it not. You will also include an introduction that discusses what youve learned and provide a selfevaluation of your writing. These portfolios will be returned with formal letter grades attached that
evaluate the work in the portfolio as well as your success in the class.
Readings:
Outside readings will be assigned for each class period. They are listed on the schedule. It is vital to your
grade that you complete all readings and come to class prepared to discuss them.
Book Club.
This assignment is a moment, in a class filled with theories of writing, to take time to understand theories
of reading and the intimate connection between the two. Different groups of students will read different
novels that might be read in a high school or middle school class, and we will, as a class, explore the
experience of reading and writing together.
Conferences:
You will be responsible for meeting with me once during the semester outside of class. The conference
will be at midterm of the semester to talk about the progress of your midterm portfolio revisions.
The meetings will be about fifteen minutes long. I will tell you very specifically what you should bring to
the meeting at the time we schedule it. Failure to come to these conferences and/or failure to come to
these conferences prepared with a draft to work on will count as an absence-furthermore, do not
waste my time or your own by not showing up or showing up unprepared. I am just as busy as you are, but
if you are prepared to invest time in your writing then I am too. A sign up sheet will be passed around as
time the time approaches for conferences. Additionally, feel free to come to my office hours at any time
during the semester.
Note:
All writing you do in this class-drafts, revisions, in-class writing, journals-should be saved so you have a
wide selection to choose from when putting together your portfolio. It is imperative that you save all your
writing so you can see how you have developed as a writer throughout the course of the semester.
Evaluation and Grading Policies:
In this course you will not receive letter grades on individual drafts and assignments but rather you will be
graded holistically. This means I will evaluate your work overall throughout the semester. I know not
receiving a letter grade on each paper will make some of you nuts however; it really is for the best. Using
this portfolio system of evaluation allows me the opportunity to give you credit for the things that grading
individual papers does not: such as effort and revision and improvement. Although you will not receive
individual letter grades on each draft you turn in, you will receive extensive comments and feedback from
me that will help you understand the quality of the work you are doing as well as assist you in improving
your writing. You will receive a letter grade at mid-term and at the end of the semester when you turn in
your portfolio. These two grades will be based on the following criteria:
1 Meeting all of the requirements described above.
2 The quality of your written work, including how successful your revision work is.
3 The quality of your effort in class, in workshops, in discussion, in groups, in conferences,
and in general.
4 Your demonstration of a willingness to try new things, think in new ways, and explore
different perspectives as both a reader and a writer.
My comments should provide you with a clear understanding of your progress in the class; if you ever feel
as though you are unsure, come see me and we will discuss it.