Selected Fall 2006 Course Offerings
Engl 505, Writing Studies I
This course seeks to provide an overview of the field of writing studies by focusing on various historical and theoretical developments during the past century. Although the readings tend to concentrate on the field’s development since the early sixties, you are expected to do independent research on the various historical strands that continue to inform the study of writing. In addition, we’ll look at current topics in the field, including issues of gender and race; critical pedagogy; postmodernism and writing studies; the problems of basic writers; discourse and authority; and how writing functions in a globalized culture. Highlights of the semester include presentations by writing studies faculty on their own scholarship, as well as presentations on research that you’ve worked on during the semester. Finally, we’ll scrutinize the role of electronic technology in relation to our field of study and examine the implications of recent digital literacy research for writing and teaching. The class will culminate in an online portfolio and web site that each of you will construct over the course of the semester. Active participation in class discussions-online and face-to-face-is expected.
TEXTS: Arnetha Ball and Ted Lardner, African American Literacies Unleashed (2005); Kristie Fleckenstein, Embodied Literacies (2003); Adam Banks, Race Rhetoric and Technology (2005); Lisa Ede, Composition Studies and the Politics of Location (2004); Joseph Harris, A Teaching Subject (1997); Debra Hawhee, Bodily Arts (2004); Anne Wysocki, et al., Writing New Media (2004); Catherine Prendergast, Literacy and Racial Justice (2003); Charles Bazerman and Paul Prior, What Writing Does and How It Does It (2004); Julie Jung, Revisionary Rhetoric, Feminist Pedagogy, and Multigenre Texts (2005); Vivian Zamel and Ruth Spack, Crossing the Curriculum (2004); Janet Carey Eldred and Peter Mortensen, Imagining Rhetoric (2002); Cynthia L. Selfe and Gail E. Hawisher, Literate Lives in the Information Age (2004); and a coursepack with additional readings.
Engl 584, Topics in Research and Writing
This course will theorize and explore the rhetoric (both study and practice) of public engagement, asking: How can academic inquiry lead to both understandings and enactments of socially engaged scholarship? Participants in the seminar will examine recent rhetorical practices of protest (for civil rights, against the WTO, in favor of environmentalism, and to install TA unions). We will also analyze the rhetoric of activist ethnography and composition pedagogy. Students in the course will contribute to an online collaborative commons, perform a socially engaged collaborative intervention, and compose a final project.
ANTH 517, Approach to Memory
This course is designed for advanced graduate students with interests in the areas of Culture, Memory and History in Ethnography. The first two weeks of the semester will be devoted to foundational, theoretical considerations shaping anthropological research on social memory, individual remembering and the interaction of these processes in representations and performance. Subsequently we will read a selection of ethnographies, articles and excerpts from longer works to address the contemporary array of approaches to history and memory studies and develop critical perspective on this literature. Graduate students participating in the class will develop critical reviews throughout the semester and present an original essay, research paper, dissertation segment, or research project design for the final requirement. Readings will be taken primarily from the following lists.
Texts will include the following:
Birth, Kevin 2006 The Immanent Past. Special Issue Ethos 34:2 (June) with contributions from Kevin Birth, Jennifer Cole, Jason James, Kyoko Murakami and David Middleton, Elizabeth Ferry and Geoff White.
Connerton, Paul 1989 How Societies Remember. Cambridge: Cambridge University Press.
Durkheim, Emile 1974  Sociology and Philosophy. Reprint by The Free Press (a division of Macmillan Publishing). New York.
Halbwachs, Maurice 1980  The Collective Memory. New York: Harper and Row.
Hyussen, Andreas 2003 Present Pasts: Urban Palimpsests and the Politics of Memory.Stanford: Stanford University Press.
Malkki, Liisa 1995 Purity and Exile: Violence, Memory and National Cosmology Among Hutu Refugees in Tanzania. Chicago: University
of Chicago Press.
Sutton, David 2001 Remembrance of Repasts: An Anthropology of Food and Memory. New York: Berg.
Wertsch, James V. 2002 Voices of Collective Remembering. Cambridge: Cambridge University Press.
With a selection from the following work:
Bartlett, Frederic C. 1967  Remembering: A Study in Experimental and Social Psychology. Cambridge: Cambridge University Press.
Bunzl, Matti 1995 On the Politics and Semantics of Austrian Memory: Vienna’s Monument against War and Facism.”
History and Memory 7(2):7-40.
Bunzl, Matti 1998 Counter-Memory and Modes of Resistance: The Uses of Fin-de-Siecle Vienna for Present-Day Austrian Jews. In Dagmar Lorenz and Renate Posthofen (EDS.) Transforming the Center, Exploring the Margins: Essays on Ethnic and Cultural Boundaries in German Speaking Countries. Columbia, SC: Camden House.
Goody, Jack 2000 The Power of the Written Tradition. Washington D. C.: Smithsonian Institution Press.
Hutchins, Edwin 1995 Cognition in the Wild. Cambridge, MA: MIT Press.
Lambek, Michael and Antze, Paul (EDS) 1998 Tense Past: Cultural Essays in Trauma and Memory. London: Routledge.
Stewart, Kathleen 1996 A Space By the Side of the Road: Cultural Poetics in an Other America. Princeton: Princeton University Press.
Walkerdine, Valerie 2006 Workers in the New Economy: Transformation as Border Crossing. Ethos 34:1.
Wilson, Robert A. 2004 Boundaries of the Mind: The Individual in the Fragile Sciences. Cambridge: Cambridge University Press.
SPCM 423 , Rhetorical Criticism
SPCM 423 provides an advanced introduction to the critical study of rhetorical practice. The major emphasis of the course is on students developing a rhetorical sensibility toward language, symbols, images, sounds, and communication situations. To this end, SPCM 423 is devoted to reading and writing, as well as ample class discussion. Students will read a good deal. Texts will include speeches and novels, along with books and articles by rhetorical critics. Students will also write a good deal. Writings will include a series of small writing projects and a single, essay-length piece of rhetorical criticism. Through reading and writing, students will gain a wealth of benefits, including but not limited to, (1) the development of a rhetorical sensibility that recognizes how discourse frames and shapes our understanding of the public world; (2) a lexicon of relevant terms to guide the description, interpretation, and evaluation of rhetorical artifacts; (3) a better understanding of the history of rhetorical criticism, including various methods that have been used; (4) an appreciation of a variety of forms of rhetorical discourse; and (5) a confident, clear, distinctive critical voice expressed in well-argued prose. SPCM 423 is a Abridge course,@ meaning both undergraduate and graduate students may enroll. Depending upon the number of graduate students enrolled in the course, a grad-student-only meeting may also be arranged.
SPCM 538 , Bodies and Rhetoric
Mondays, 2-4:50; 1LH 224
In the past decade, scholars in rhetorical studies have begun to pay more attention to bodies—lively bodies that move, interact, emote, speak, and signify. This seminar will examine the theoretical and particularly feminist stakes of such attention by first considering how bodies have come to matter for the humanities and social sciences. Then, in order to ask how attention to bodies shifts the focus in rhetorical theory and history, the course will be divided into three main units: “body cluster,” in which we will examine concepts that have emerged in conjunction with considerations of bodies, concepts such as materiality, performativity, space, and affect; “body types,” in which we will examine various kinds and parts of bodies; and “body history," during which we will consider what difference a focus on bodies might make for histories of rhetoric.
Students will be expected to write regular responses to the readings; to present on how their planned or current research connects to the body or, alternatively, on a prominent body theorist not on the course reading list (approximately one student presentation per week); and to write a seminar paper on some aspect of bodies and rhetoric.
EIL 445: Second Language Reading and Writing
Time: MWF, 1-1:50; 1FLB G27
EIL 445 introduces students to second language reading and writing, including theory, research, and practical applications in the field. Now that you’ve read the official course description, here is what that “really” means. This course is designed to first give you some ideas about how people actually learn to read and write and the theories that we’ve come up with about the best ways to teach learners to do this (this is the theory part).
Second, we’ll talk about some of the research being done in this field and how to do your own research on second language reading and writing topics. Finally, this class will have a significant practical component. This part of the class will consist of you designing your own materials for teaching reading and writing, designing a syllabus to use in such a class, etc. All the materials you create for this class will be shared with your classmates.
LIS 590: Computer-Mediated Communicationo
The Fall 2004 syllabus for the CMC class gives an idea of what the course will be like, but this will be updated for Fall 2006 to consider newer technologies and literature.
LIS 590: Elearning: Social and Technical Issues in Elearning Research and Practice
This graduate seminar addresses social, technical, administrative, and pedagogical aspects of online education and learning. The course will primarily address e-learning in higher education, and but will also consider e-learning in non-educational settings. We will discuss technical and social challenges and new practices associated with teaching and learning online, as well as theoretical perspectives on elearning, methods of researching elearning, and research progress and agendas. Attention will be given to examining the online environment as a whole, including how computer-mediated communication affects interaction between students and instructors, and among instructors; how learning communities are built and sustained online; how students learn how to learn online; and social and technical aspects of sustaining online programs.
LIS 590: Inquiry-Based Learning
[I'm teaching just one course in the fall. Because of the unusual format it may not work for many CWS students, but it could be interesting for those who can. It offers a chance to work in an urban, multicultural community setting with a rich history. I'd very much like to have Writing Studies students (or faculty) participate. It will be listed as a LEEP (online) course, but taught mostly in person.]
Background: The model for the course originated to accommodate students in our new Chicago program and to take advantage of the resources offered by the unique community of Paseo Boricua, and the Puerto Rican Cultural Center (2739-41 W. Division Street). Paseo Boricua has a fascinating community library, a family literacy center, an alternative high school, a community museum, and an alcohol-free nightclub for teenagers, where they present their own poetry and music. All of this and more occurs in a setting of urban poverty, with issues of gang violence, drugs, school dropouts, AIDS, and other urban social ills. The community activities build on ideas of Paulo Freire, and in many ways represent a modern version of the work of Hull House (Jane Addams, et al.).
Format: The course has four required all-day meetings. Three of these are in Chicago at the Puerto Rican Cultural Center, on August 26, October 21, and December 2; the fourth is in Champaign on October 1. In addition there will be four online sessions using synchronous (real-time) technologies. These will be on Thursdays 4:30-6:30 pm.
Description: The primary goal is to provide an introduction to a way of thinking about learning as it occurs in libraries, museums, homes, and workplaces, as well as in formal educational settings. In order to explore that, we will read about, observe, and engage in inquiry-based learning. We will examine the creation of environments in which learners are actively engaged in making meaning through personal and collaborative inquiry. The course will also examine challenges to inquiry-based instruction, including those related to management, assessment, basic skills, cultural differences, and pedagogical goals.
Most of the readings will be available online. In addition:
Jane Addams, /The Spirit of Youth and the City Streets/ (The University of Illinois Press, 2001). Paper, ISBN 0-252-00275-X.
John Dewey, /Democracy and Education: An Introduction to the Philosophyof Education/. Paper, any edition.
You can get a rough idea of the course by looking at this semester's version <http://www.gslis.org/index.php?title=Inquiry-based_learning>, but remember that the format will be quite different, and the content as well.
C & I 562: Linguistics and the School Curriculum
Wednesday 4-6:50 p.m.
This course is an introduction to the study of the use of language within its social context with an emphasis upon application to teaching practices. Topics include children’s language acquisition, sociolinguistics, classroom discourse in US and international settings, and communication strategies. The class will be conducted as a seminar/workshop in which students discuss and critique readings, analyze data, and write scholarly papers. Class discussions will focus on the content of the reading as well as analyses of videotape, audiotape, and transcript data. Participants will also contribute data segments through presentations during the last two weeks of classes. Students will choose a topic related to language and schooling to explore in depth and produce a scholarly paper.
Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
Cazden. C. (2001). Classroom discourse: the language of teaching and learning (2nd ed.) Portsmouth, NH: Heinemann.
Tannen, D. (1989). Talking voices: repetition, dialogue, and imagery in conversational discourse. London: Cambridge University Press.
Fairclough, N. (1995). Critical discourse analysis. Essex, England: Longman.
Packet of articles
- Critical Review of Article related to course topics and presentation to class.
- Scholarly Paper consisting of literature review, research proposal, or research study of topic related to linguistic and the school curriculum.
- Class Presentation of scholarly paper.
C & I 590 QLR
Mark Dressman (email@example.com)
Mondays, 4-6:50, EDU 140A
This course will focus on the analysis of data and writing of qualitative/ethnographic research in educational, and in particular, literacy contexts. Topics will include:
The history and development of multiple approaches to qualitative writing over the last 20 years;
- approaches to the analysis and interpretation of multiple forms of data (interviews, participant observation and field notes, think-aloud protocols, and artifacts);
- different types of qualitative narrative (realist, autoethnographic [including action research], confessional, impressionist) and their rhetorical implications;
- the use of social theory as a framing device;
- the process of writing for publication in peer-reviewed journals
The course is designed to provide both a theoretical and practical background in qualitative analysis and writing for graduate researchers in language and literacy studies and across a broad range of educational contexts. The first half of the course will focus on reading and discussion of methodological texts and research studies, while the second half of the course is designed as a writers workshop in which students will apply methods and theory from the first half to the writing up of original research. Assignments will include weekly readings, three short writing assignments, and a more substantial writing project, to be arranged between individual students and the instructor.
Kamberelis, G., & Dimitriadis, G. (2005). Qualitative inquiry: Approaches to language and literacy research. New York: NCRLL and Teachers College Press.
Goodall, H. L. (2000). Writing the new ethnography. Lanham, MD: Alta Mira Press.
Atkinson, P., Coffey, A., & Delamont, S. (2003). Key themes in qualitative research: Continuities and change. Lanham, MD: Alta Mira Press.
Qualitative research articles, to be made available online.
ARTS 440: Image Studio
Focuses on creative problem solving using new media (primarily web) in the image-making process.
section M7 — 7pm-9:40 M/W
section T9 — 9am-11:40 Tu/Th
ARTS 441: Multimedia Studio - interactivity
Introduce and explore the structure, language, and programming aspects of time-based media in the art making process.
section M1 — 1pm-3:40 Tu/Th
ARTS 442: Moving Image I
Explores the potential of time-based media for creative expression and communications withing the context of visual art and design.
section M9 — 9am-11:40 M/W
section T4 — 4pm-6:40 Tu/Th
ARTS 444: Experimental Web Studio
Explores advanced concepts and techniques for using the World Wide Web as a medium of creative expression and communication within the context of visual art.
section T9 — 9am-11:40 Tu/Th
section T1 — 1pm-3:40 Tu/Th
ARTS 591: Writing with Video (for graduate students)
Writing with Video engages students in a comprehensive exploration of video as a rhetorical narrative medium, with emphasis on the actual production of video work.
Students who successfully complete ARTS 591 will be eligible to apply for an Assistantship as an ART 250 instructor.