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Reading Responses
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Description
Alternative Academic. The theory, practice, and pedagogy of
alternative academic discourses: interdisciplinary research, autobiography
and first person voice in academic writing and research; collaborative
academic projects; hypertext and online publishing; multi-genre
and multi-vocal essays; alternative canons, and meta-discourses.
Examines the feminist and postmodern theories that have challenged
traditional academic discourse and the forms and genres these challenges
have taken. Challenging reading, research, and writing.
Objectives
This course will offer you the opportunity to:
- become aware of the scholarship and teaching trends reshaping
English Studies.
- understand the ways in which theory, research, and teaching
are inter-related and inform one another.
- work and learn collaboratively on group projects; understand
how collaboration works in your classroom.
- study the ways in which the form, style, content, and design
of academic discourses influence and are influenced by new technologies.
- practice writing, reading, and researching in and out of our
discipline.
Finally and more concretely, you will have the opportunity to:
- prepare polished writing samples appropriate for your portfolio
reviews and/or doctoral program applications;
- begin researching and/or refining ideas for your master’s
papers;
- develop teaching units or assignments to use in your classrooms
or with job/graduate school applications.
Attendance
So much of the learning we do in this class is collaborative that
you must be here. We are counting on you to be here, to be prepared
for class, and to meet regularly (or virtually) with your group
for your group projects. I know you will try to be here. Enough
said.
Preparation
This course assumes a high level of preparation for graduate level
reading, writing, and research. Although I want the classroom to
provide a supportive atmosphere for all learners (me included),
we will move through covering/summarizing material quickly (if at
all) and spend class time making connections among texts, synthesizing
ideas, and discussing application of the reading material to our
research and projects. Because this is a seminar class, the course
will not work if you have not prepared by reading the assigned texts,
writing your responses, and completing your assigned research tasks.
The reading is challenging—and there is a lot of it. The projects
require substantial research, and the writing tasks presuppose a
process of drafting and revising.
Due Dates/Revision
The due dates on your assignment sheets are for your protection,
to help you balance your major work across the semester and receive
feedback from me quickly (within a week) so that you can revise
your work. Although you will not be penalized for late work, if
you turn in work after the date it is due, I do not guarantee timely
feedback; therefore, you may forfeit the opportunity to revise.
As with all professional writing, I hope you will revise your work
after input from colleagues, other professionals whose advice you
seek, and me. You may revise any written work—with the exception
of reading responses—at any time throughout the semester. Your
grade on the revised work will be the grade you receive for that
assignment (no averaging, etc.). I encourage you to revise! But
make sure you revise and don’t just edit if you want an improved
grade.
Plagiarism
The work you turn in must be yours/your group’s, must respect
the intellectual property rights of others, and must cite secondary
sources. This policy is consistent with NDSU University Senate policy,
Section 335: Code
of Academic Responsibility and Conduct.
Special Needs
If you have any disabilities or special needs, or need special accommodations
in this course, please share your concerns or requests with me as
soon as possible.
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