In ENG 8010, we will engage in theory and praxis for designing and teaching courses in rhetoric and composition. We’ll consider questions such as: what do we (rhetoric, writing studies, and composition teacher-scholars) value about writing? how are these values reflected in the pedagogical approaches we’re studying and practicing? Drawing from our readings across rhetoric, composition, and writing studies theory, we will apply scholarship in the field as we learn how to teach a first-year writing course that aligns with program vision and expectations, builds on our own existing knowledges, and centers student writing and experience; design scaffolded writing projects that promote student engagement and growth over time; design and facilitate daily learning experiences that combine a variety of teaching and learning modes, methods, and materials to foster an inclusive group of writers; respond to student writing rhetorically, effectively, and strategically; develop our own goals as emerging teachers; and reflect on our learning to support our continuing professional development as teacher-scholars.

Assignments and course activities may include: reading and responding to select articles and chapters on rhetoric and composition theory and pedagogy; writing reflective journal entries; observing ENG 1000 classes; reading and responding to sample student essays; developing a teaching philosophy; creating and workshopping instructional materials such as a syllabus, assignment sheets, unit schedules, and lesson plans grounded in disciplinary research in composition and writing studies; and assembling a teaching portfolio.