101 Syllabus

101 Syllabus Bird

Shared by Barb Bird

I co-created this course with my colleague, Carie King. I have been teaching this course with annual adjustments for a decade and Carie, about 6-8 years. We use a WAW approach, using Bazerman’s “Relationship Between Reading and Writing: A Conversation Model” as the centerpiece of our course. We focus on academic reading and responding to academic texts, even though this course isn’t technically a “reading” course.

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2 responses to “101 Syllabus

  1. Is 101 your First Year Writing course or is 110?

    • birdfamily

      Chuck,

      At Taylor, our 101 is the “basic writing” course and 110 is the “regular” freshman writing course. We are just this year piloting a new “101” that is specifically geared toward multilingual writing as well as TCK students (third culture kids). Not all Taylor students take 110, though. Some test out of it (which I would argue against, but at this point, I could not win that argument).

      The interesting thing Carie King (my co-teacher of 101) have found is that even the majority of those students entering our 101 classes who are frustrated that they are there (probably, I would guess, about 1/4 of our students), by the end of the class express that they are glad they were in the course. And we believe that the positive response we’ve gotten from those “higher level” 101 students is because this is not a “remedial” class that “returns to basics” like grammar drills and paragraph instruction. Instead, the course teaches students “insider” knowledge of academic writing and intentionally, proactively helps every student find ways to connect with academic reading and writing at their identity levels, affirming that their ideas and voice are not only accepted in academic discourse but _needed_ by the community.

      I know that virtually all readers of this site have this same philosophical approach to their basic writing students, which is tremendous! If, together, we can give to all basic writing students whatever teachings are necessary to insert their voices while simultaneously empowering to do so, we will collectively be making a difference in our culture (and the very lives of each of our students).

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