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English 406: Theory of Composition & English 406L Spring Semester, 2004 Professor Tom Gage, with Linda Wainwright, Keisha Lewis, and Melissa Moore Office: Founders Hall 218; Class: Tues. &Thurs. 2:00-3:20 in F 178 & 3:30-4:50 in Founders 202 Office Hours: Wed., 3:30-4:30 and by appointment REQUIRED J. Moffett Active Voice, 2ed James Moffett, ed., Active Voices III ("AV III") J. Moffett Points of Departure J. Moffett Points of View 2ed Two or three 3.5" High density disks Required: Although this is a course on theory, you will compose drafts of essays for a Portfolio, write critiques of professional articles, work in collaborative teams, and you should keep a journal. Grade: There will be two midterms, final, and a paper. The grade derives from these, plus regular attendance, participation in class discussions and working collaboratively in both team and set, keeping journal, critiques, and making deadlines. To receive a C or better you must hand in all work, attend all classes, and contribute to each response group. You cannot receive any grade above a "C" with three unexcused absences for three classes. Call me prior to class and leave a message that you will be absent-826 3913 (2). 406 and 406L These two courses are required of everyone in this class. The latter is an adjunct unit of lab, in which you will work on computers to word process, to network with others, to search for texts in the Library, and to E-mail one another and us. The lab at Jenkins is open from 3:30 to 4:50 pm on Tuesdays and Thursdays. You will be working in the lab or meeting in lecture from 2-3. You will work in collaborative teams meeting in Founders for lecture and in Founders' MacLab. 406L asks you to address the following questions by Myron Tuman: "Is it not possible that the design features of word processors will lead us away from a concern with the generation and development of complex thought and in the direction of more effective communication of widely shared or collectively generated information (the common content of newsletters)? Or what if the paradigmatic text moves in an entirely different direction, becoming, for example, a research report generated from a carefully structured search of the new electronic storehouse of collected wisdom (and information), a modern electronic database? Or moves in a third direction, where the paradigmatic text is no longer a text at all but an electronic conversation in which different parties read and respond to each other instantly (in real-time) and informally over a computer network? Would any of these new computer-based forms of writing place more emphasis on abilities other than shaping disparate thoughts into a unified document?" (Word Perfect: Literacy in the Computer Age Univ of Pittsburgh Pr, 1994) Critiques: Don't feel limited to written reports, rather explore a variety of texts. In the Library adjacent in the Study Center, there are tapes of speeches delivered at professional conferences. One of your critiques must be of these tapes and a second should be of another found in E.R.I.C.. Using MLA Style sheet for citations, identify each critique with your name, date, and letter of critique. Each critique should be written for your peers; it should be no longer than a half sheet of paper, and E-mailed to class members on the distribution list we will establish the first week of the semester. note: Please read assignments by first day of unit (i.e. before the day the assignment is listed). http://www.humboldt.edu/~pmw1/cpage1%7E1.htm January 20: Introduction and Course Outline: Composition and Schooling Self inventory BR> LAB: Accessing Accounts Class access E-mail accounts. Carro Project Introductory Video 56KBps January 22: Languaging & Universe of Discourse

Read: "McDonald's U: Virtual Technology and Humanities Futures in the Corporatized University1" by Carro & Knowles

Lab: Class access E-mail accounts. Ryan's Improvisation, with Marika Beck and Robert Robinson Folks: Study this drama to better understand what meaning can be derived from this situated incident. You might follow the methodology in class: recording, reporting, generalizing, and theorizing. Be prepared to discuss your insights in class this week. January 27: "Universe of Discourse in the Particular" Lab: Team B January 29: Composing: Development & Environment Read: "I, You, and It" in Active Voice LAB: whole class: Find (1) GagePage: http://www.humboldt.edu/~teg1/gage.html (2) 406 HomePage: http://sorrel.humboldt.edu/~teg1/syllabus/406/students/index.html (3) Cnet Central: http://www.cnet.com/ and (5) Chinese Language Learning Center at HSU http://www.humboldt.edu/~cllc/ February 3: Development of Writing Abilities Read: Read: pages 5-14 in Active Voice and Chart information (download)

LAB: Team D: February 5: Universe of Discourse Notation: Taking Down Read: Active Voice pages 27-45 Lab: whole class Due: Critique A February 10: Oracy, Literacy, Secondary Orality Read: Active Voice pages 46-50 & 56-61 &"A Telephone Call" Points of View ("PV"), 15-20 Lab: Team C: February 12: Development of Writing Abilities Read: Active Voice pages 46-50 & 56-61 &"A Telephone Call" Points ofView ("PV") LAB: whole class February 17: Midterm LAB: Team D: February 19:Mediacy Read: & "The Lady's Maid" PV, 9-11. LAB: Team D: February 24: Recollection-Looking Back: Autobiography Read: Read "The Somebody" PV, pages 181-188 9-11. LAB Quiz February 26: Recollection-Looking Back: Autobiography Read: "My Side of the Matter" PV, pages 189-199, LAB: All Team March 2: Sujective Autobiography Read: "A & P" PV, 220-226, & "Battle Tactics," PD, 156-161. March 4: Recollection-Looking Back: Memoir Read "A Wilderness Station" in PV, pages 96-125 LAB: Team : Writing Trek March 9: Recollection-Looking Back & Looking Into Read "The Bridle" PV, pages 320-329 Lab: Team Critique B March 11: Recollection-Looking Back: Memoir Investigation-Looking Into Investigation: Interview local business persons on two firings. Lab: Team March 15-19: Spring Break March 23: Good Writing Prepare written themes on two of stories discussed in groups in class. Read: the Afterword in Points of View Due: Investigation: Interview local business persons on two firings. Lab: Team : B March 25: Investigation-Looking Into & Cogitation-Thinking Through Read 586-595 in Points of View, paying particular attention to Development of Discourse and the Learning Process and how these relate to pages10 & 11 in AV. Also Team A read: Active Voice, pages 112-120 & Active Voices III the section on Biography, pages 115-123. Team B read: Active Voice, pages 120-126 & Active Voices III the section on Chronicle, pages 124-133. Team C read: Active Voice pages 138-142 in Active Voices III the section on Factual Articles, pages 154-167. Team D read: Active Voice pages 151-158 & Active Voices III the section on Research Article, pages 168-191. Lab: Team B: March 30: Investigation-Looking Into & Cogitation-Thinking Through Read 586-595 in Points of View, paying particular attention to Development of Discourse and the Learning Process and how these relate to pages10 & 11 in AV. Also Team A read: Active Voice, pages 112-120 & Active Voices III the section on Biography, pages 115-123. Team B read: Active Voice, pages 120-126 & Active Voices III the section on Chronicle, pages 124-133. Team C read: Active Voice pages 138-142 in Active Voices III the section on Factual Articles, pages 154-167. Team D read: Active Voice pages 151-158 & Active Voices III the section on Research Article, pages 168-191. 4 April 1: Rosenblatt and Transactional Theory: Read: Rosenblatt, Louise M. "Writing and Reading: The Transactional Theory." (Oncores) LAB A : April 6: Research on Reader Response & WritingBring your copy of Points of View to class LAB: Team : Read: Hansson, Gunnar. "Reading and Understanding Literature." from Oncores Fig. 1 Fig. 2 Fig. 3 Fig. 4 LAB: B April 8: Research on Reader Response & Writing Read: Hansson, Gunnar. "Readers Responding and Then" from Oncores Read: Hansson, Gunnar. "How to Recognize an 'Interpretive Community'" from Oncores LAB: Quiz April 13: Midterm April 15: Return of Midterm & Writing and Technology Read: Myers WHAT CAN COMPUTERS CONTRIBUTE TO A K-12 WRITING PROGRAM? (download) April 20: WHAT CAN COMPUTERS CONTRIBUTE TO A WRITING PROGRAM? Read: "Bridges" Active Voice, pages 176-196. LAB: Project April 22: Thinking Up and Through Read: Poems by Ghalib (upload) April 27: Enigmata LAB: Project < April 29:Cogitation-Thinking Over "Averroes's Search" (E-mail) LAB: Project May 4: Read: Thus I Refute Beelzy (E-mail) LAB: Project May 6: Retrospect Read: to be announced LAB: Project: WebLite up and runing May 13: Finals, 3:00 pm Poems: a. Dylan Thomas's "Hunchback in the Park" b. Henry Reed's "Judging Distances" c. 3/30 "c" d. 3/30 "d" "e" "f" "g" "h" "i" "j" . FOUR CURRENT SCHOOLS OF THEORY The Expressivists and Cognitivists, often referred to as Process Approaches; the Social Constructionists Approaches, and the Interactivist Approaches. Read articles from professional journals for critiquing from the bibliography below. Your critique will include a summation, plan, analysis of influence, and personal response. Each critique will be no more than a half page. Acknowledging the verity that "we categorize at our peril," I have listed important works according to the four current schools of composition theory. CCC= College Composition and Communication CE= College English EJ= English Journal LA= Language Arts CEJ= California English Journal JBW= Journal of Basic Writing TQ= TESOL Quarterly Four Categories of Composition Theory Aligned with Five Values Expressivism Applebee, A.N. "Problems in Process Approaches: Toward a Reconceptualization of Process Instruction." The Teaching of Writing Ed. Petrosky, A. and D. Bartholomae 85th Yearbook of the National Society for the Study of Education, Part II. Chicago: U Chicago Pr 1986, 95-113. Britton, J. Language and Learning. Harmondsworth: Penguin, 1970. Britton, J. Prospect and Retrospect: Selected Essays. Portsmouth, NH: Boynton/Cook, 1982. Coles, W.E. Teaching Composing: A Guide to Teaching Writing as a Self-Creating Process. Rochelle Park, NJ: Hayden, 1974. Elbow, P. Writing Without Teachers. New York: Oxford U P, 1973. Elbow, P. Embracing Contrarieties: Exploration in Learning and Teaching. New York: Oxford U P, 1981. Elbow. P. Writing with Power: Techniques for Mastering the Writing Process. New York: Oxford U P, 1981. Moffett, J. Coming on Center: Essays in English Education. 2nd ed. Portsmouth, NH: Boynton/Cook, 1988. Murray, D.M. "Internal Revision: A Process of Discovery." Research on Composing: Points of Departure. Urbana, Il: NCTE, 1978. Murray, D.M. Writing to Learn. New York: Holt, 1987. Perl, Sondra. "The Composing Processes of Unskilled College Writers." RTE. 13, 1979. 317-36 Cognitivism or Writing as Problem-solving Flower, L. Problem-solving Strategies for Writing, 2nd ed. San Diego: Harcourt, 1989. Hayes, J.R. and L. Flower. " Uncovering Cognitive Processes in Writing; An Introduction to Protocol Analysis." In Research in Writing. Ed. P. Mosenthal, L. Tamar, and S.A. Walmsley. New York: Longman, 1983. 206-220 Johns, A.M. "Coherence and Academic Writing: Some Definitions and Suggestions for Teaching." TQ. 20, 1986. 247-266 Lauer, J. "Heuristics and Composition." CCC 21, 1970. 396-404 Raimes, A. "Language Proficiency, Writing Ability, and Composing Strategies: A Study of ESL College Student Writers." Language Learning. 37, 1987. 439-467 Shaughnessy, M. Errors and Expectations. New York: Oxford UP, 1977. Zamel, V. "The Composing Processes of Advanced ESL Students: Six Case Studies." TQ 17, 1983. 165-187 Social Constructionism Bartholomae, D. "Inventing the University." Ed. M. Rose, When a Writer Can't Write. New York: Guilford Press, 1985. 134-165 Bartholomae, D. "The Study of Error." CCCC 31, 1980. 253-69 Barton, Ellen L. "Evidentials, Argumentation, and Epistemological Stance" CE 55, 1993. 745-769 Berger, P. & T. Lluckmann. The Social Construction of Reality. New York: Doubleday, 1966. Bizzell, P. "Language and Literacy." A Sourcebook for Basic Writing Teachers. Ed. T. Enos. New York: Random House, 1987. 125-137 Bruffee, K.A. "Collaborative Learning and the 'Conversation of Mankind'." CE 46, 1984. 635-52 Bruffee, K..A. "Social Construction: Language and the Authority of Knowledge: A Bibliographical Essay." CE 48, 1986. 773-790 Coe, R.M. "An Apology for Form: Or, Who Took the Form Out of Process?" CE 49, 1987. 13-28 Johns, A.M. " The Discourse Communities' Dilemma: Identifying Transferable Skills for the Academic Milieu." JBW 5, 1988. 70-80 Geertz, C. The Interpretation of Cultures. New York: Basic, 1983. Hull, G.A. "Literacy, Technology, and the Underprepared: Notes Toward a Framework for Action." The Quarterly of the National Writing Project and the Center for the Study of Writing. 10, 1-3, 16-25 Hull, G.A. "The Editing Process in Writing: A Performance Study of More Skilled and Less Skilled College Writers." RTE 21, 1987. 8-29 Hull, G.A. "Research on Writing: Building a Cognitive and Social Understanding of Composing." Toward the Thinking Curriculum: Current Cognitive Research. Ed. Resnick, L.B. & L.E. Klopter, 1989 Yearbook of Association for Supervision and Curriculum Development. Malti-Douglas, F. Woman's Body, Woman's Word: Gender and Discourse in Arabo-Islamic Writing. Princeton, NJ: U Princeton P, 1991. Moffett, J. Storm in the Mountains. Carbondale, Il: S Illinois U P, 1983. Myers, Miles. "The Teaching of Writing in Secondary Schools." The Teaching of Writing. Ed Petrosky, A. and D. Bartholomae 85th Yearbook of the National Society for the Study of Education, Part II. Chicago: U ChicagoP, 1986. 148-169 Raforth, Bennett A. and Donald L. Rubin. The Social Construction of Written Communication. Norwood, NJ: Ablex, 1988. Rorty, R. "Hermeneutics, General Studies and Teaching." Synergos: Selected Papers from the Synergos Seminars. Vol. 2. Fairfax, VA: George Mason UP Rose, M. Writer's Block: The Cognitive Dimension. Carbondale: S Illinois U P, 1984. Rose, M. "Complexity, Rigor, Evolving Method, and the Puzzle ofWriter's Block: Thoughts on Composing Process Research." Ed. M. Rose When a Writer Can't Write: Studies in Writer's Block and Other Composing Process Problems. New York: Guilford, 1985. 227-260 Rose, M. "Narrowing the Mind and Page: Remedial Writers and Cognitive Reductionism." CCC 39, 1987. 267 Spack, R. "Invention Strategies and the ESL College Composition Student." TQ 18, 1984. 649-670 Swales, J. "Research into the Structure of Introductions to Journal Articles and its Application to Teaching Academic Writing." Common Ground: Shared Interests in ESL and Communication Studies. Ed. R. Williams, J. Swales, and J. Kirkeman. Oxford: Pergamon, 1984. 77-86 Weis, L. Between Two Worlds: Black Students in an Urban Community College. Boston: Routledge & Kegan Paul, 1985. Witte, S.P. "Some Contexts for Understanding Written Literacy." Paper presented at the Right to Literacy Conference, Columbus, Ohio. INTERACTIVE APPROACHES Bakhtin, M. The Dialogic Imagination. Austin: U of TexasP, 1981. Baumlin, J.S. and T.F. Baumlin. "Psyche/Logos: Mapping the Terrains of Mind and Rhetoric." CCCC. 51, 1989. 245 261 Eisterhold, J.C. "Reading-writing Connections: Toward a Description for Second Language Learners." Second Language Writing: Research Insights for the Classroom. Ed. B. Kroll. New York: Cambridge UP, 1990. 88-102 Hinds, J. "Reader Vs. Writer Responsibility: A New Typology." Writing Across Languages: Analysis of L2 Test. Ed. U. Connor and R.B. Kaplan. Reading, Mass: Addison-Wesley, 1987. 141-152 Johnson, M. The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. Chicago: U of Chicago P, 1987. Lodge, D. After Bakhtin: Essays on Fiction and Criticism. New York: Routledge, 1990. Lakoff, G. & M. Johnson. Metaphors We Live By. Chicago: U Chicago P, 1980. Lakoff, F. Women, Fire, and Dangerous Things: What Categories Reveal about the Mind. Chicago: U of Chicago P, 1987. Meyer, B.J.F. "The Structure of Prose: Effects on Learning and Implications for Educational Practice." Schooling and the Acquisition of Knowledge. Ed. R.C. Anderson, R.J. Spiro, and W.E. Montague. Hillsdale,NJ: Erlbaum, 1977. 170-208 Moffett, J. Teaching the Universe of Discourse. Portsmouth, NH: Boynton/Cook, 1983. Morson, G.S. Bakhtin: Essays and Dialogues on His Work. Chicago: U of Chicago P, 1986. Nystrand, M. The Structure of Written Communication: Studies in Reciprocity between Writers and Readers. Orlando: Academic P, 1986. Prince, M.B. Literacy and Genre: Towards a Pedagogy of Mediation." CE 51, 1989. 730-749 Sing