For assigned readings:

In Class - Before you read: Here are questions that can help you think about what you will be reading:

  • Do I know anything about this topic?
  • Do I know anything about this author?
  • When was the article published?
  • What is the source/context/conversation of the article?
  • What does the list of sources cited in the article tell me about the conversation?
  • What preconceived notions do I have about the reading?

In Blackboard - After you read: Think of questions that come to mind as you read. For each week your group will post up to four questions. Anyone can post a question, and then when you respond, you have the choice of responding to at least two questions. It's hard to say exactly how long each response should be, but 500 words is a minimum guideline. Your responses should show that you have read and engaged with the ideas in the readings.

  • This activity relates to the following Student Learning Outcomes:
    • Examine critically and reflectively the various works we read.
    • Examine critically and reflectively the ways that theory and practice shape and are shaped by one another.
    • Construct thoughtful, reflective responses to the current questions being examined within the study of "Composition Theory and Pedagogy."
  • Your responses should illustrate that you have done these three things.

In Blackboard: After discussing: In class we will discuss the work posted during the week, and then you will need to post a follow-up response.

  • What would you say about the readings now that you have read and responded to them, and we have discussed them further in class?
  • Can you summarize the main points as they relate to the overall field of Rhetoric and Composition?
  • Can you relates these readings to other readings?

Also use the questions from before and after you read, as well as our discussions in class to help formulate your responses. These responses should be around 300 words, but can be longer.

  • This activity relates to the following Student Learning Outcomes:
    • Describe the (recent) historical development of contemporary rhetoric/composition as an academic field of study.
    • Describe a variety of theoretical approaches that have informed and continue to inform contemporary composition pedagogy.
    • Identify the myriad ongoing professional conversations that constitute the field and participate in one or more of the conversations.
    • Apply "ways of reading" and ways of talking about/writing about a variety of scholarly and professional writing.
  • Your responses should illustrate that you are engaging with the material in these ways.

On Wiki - Ongoing: As we read we will create a list of the important vocabulary terms and concepts for the field. We will do this on a wiki page Vocabulary and Concepts. You must post at least once. The responses will probably be shorter, 50-100 words.

  • This activity relates to the following Student Learning Outcomes:
    • Describe a variety of theoretical approaches that have informed and continue to inform contemporary composition pedagogy.
    • Identify the myriad ongoing professional conversations that constitute the field and participate in one or more of the conversations.