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Course Projects

Teaching Logs - FYWP GA Drive (designated folder)

A series of written entries focused on teaching. Your teaching log will be hosted in a shared folder in Google Drive. Develop new entries and add comments to peers' teaching logs (when prompted) by accessing the FYWP GA Drive (must be logged in to your Google account). Due weekly throughout the first two-thirds of the semester.

Responses to Readings-FYWP GA Drive (designated folder)

Our "Responses to Readings" this semester amount to a many-handed notes building sequence. Weekly notes will be built by everyone in the class, constructed from discrete but overlapping tasks.
The tasks are as follows:

The schedule of readings and the starter notes documents are available in the FYWP GA Drive > 596-Responses to Readings folder.

Lesson Plan/Doc Gallery - FYWP GA Drive (designated folder)+FYWP Doc Gallery

Develop a document (no more than two pages) that stands as a lesson plan, or that introduces an assignment, class activity, or aspect of a project. The document should include 1) an introduction, 2) a note about the class context and suggested timing in the semester, and 3) a list of at least three scholarly sources (e.g., articles, chapters, monographs, or websites; citations correctly formatted in APA or MLA) that orient the pedagogical considerations underpinning the lesson, assignment, activity, or project. A draft of the document is due in the FYWP GA Drive on Tuesday, November 7. The revised document, complete with items 1-3, should be uploaded to the FYWP Document Gallery no later than Tuesday, December 5, at the start of class. You will receive separate instructions by email for logging into the FYWP Blog and uploading the document.

Observations - FYWP GA Drive (designated folder)

Begin by reviewing the observation report framing document in the FYWP GA Drive. Working in pairs, 1) observe each other's class, 2) write a brief, descriptive report in a common Google Doc, and 3) drawing on the descriptive reports, tease out two or three issues in dialogue based on what you noticed happening in the classes. Thus, the observation report will consist of three sections: Observation I (A observed B), Observation II (B observed A), and Dialogue. Peer observations should be scheduled during the weeks of October 9-13 or 16-20. Observation sections I and II are due by October 24. The dialogue section is due by October 31.

WRTG121 Materials - FYWP GA Drive (designated folder)

WRTG121 materials include a syllabus, schedule, and Project One assignment sheet for the Winter 2017 semester. Though materials may be subject to revisions before Wednesday, January 3, the collection should reflect careful planning and development. Include with the bundle of materials a reflective essay of approximately 3-4 pages that explains decisions you have made about WRTG121 and key insights from WRTG596 and from your first semester of teaching. Due to the FYWP GA Drive before our scheduled conference the week of December 11.

Teaching Philosophy Statement - FYWP GA Drive (designated folder)

Develop a philosophy statement that accounts for your approach to teaching writing. The statement must be between 600-750 words. It should introduce and briefly explain carefully selected principles, values, or priorities, and it should contextualize each of these with tangible examples. Prepare a draft of the document for peer and instructor feedback by Tuesday, November 21, by posting it in the FYWP GA Drive. Submit the revised version to the shared folder no later thanĀ Tuesday, December 12, at 3:30 p.m. EDT.


Contact Information

Derek N. Mueller, PhD
Associate Professor of Rhetoric and Writing
Director of Composition
Department of English
Virginia Tech
Office: 315 Shanks Hall
Spring 2019 Office Hours: T, 12-3
Phone: +1-734-985-0485

"What about that other scene of writing instruction? Where has that gone, the idea of the writing classroom as blank canvas, ready to be inscribed as a singular compositional space?" (1). Geoffrey Sirc, "The Still-Unbuilt Hacienda," English Composition as a Happening

"[W]hat we teach our students is a consequence of what we understand writing to be" (215). Mary Lou Odom, Michael Bernard-Donals, and Stephanie Kerschbaum, "Enacting Theory: The Practicum as the Site of Invention," Don't Call It That: The Composition Practicum

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