Some blend of the socio-cognitive and expressivist models best
fits my teaching philosophy. The semester will be themed around a larger area
of inquiry that students and teacher tackle together but that is mostly
instructor-guided.
Reading: students should
read an array of college-level texts that includes multiple genres (short
fiction, memoir or literary non-fiction, academic articles and social
commentaries or editorials from Salon, The Huffington Post, New York Times,
etc.). Students have some choice during the semester in a reading/writing
project.
Writing: writing heavily focuses on areas of synthesis, with
students asked to merge inquiry into their own life experience with texts
they’ve encountered in and out of class. Formal assignments include narrative,
analysis, synthesis (with and without personal response), and an argument or
proposal.
Cognition: students will
develop academic, college-level skills in reading, writing and citizenship only
through exposure to academic-level reading and writing assignments and clear
classroom expectations. Class time will be spent on a mix of individual writing
(freewriting, journal responses), small and large group discussion of the
course inquiry, and collaborative reading and writing projects.
IRW: Reading is
accompanied by annotation and dialectical journals. Pre-writing activates
schema prior to reading and post-writing moves students into class discussion.
Writing takes place in response to texts.
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