engl1130academicdiscoursesanddisciplines.doc

ENGL 1130: Academic Discourses and Disciplines Teacher Support Handbook Created by: Mary Beth Van Ness Sara Yaklin Suzanne Smith Anthony Edgington Questions and revisions can be sent to Anthony Edgington at anthony.edgington@ Table of Contents Overview of Course Description and Important Policies 3 Mary Beth Van Ness’ Course Course Narrative 7 Course Syllabus 9 Course Assignments 19 Sara Yaklin’s Course Course Narrative 24 Course Syllabus 27 Course Assignments 33 Suzanne Smith’s Course Course Narrative 44 Course Syllabus 46 Course Assignments 50 Tony Edgington’s Course Course Narrative 56 Course Syllabus 57 Course Assignments 63 Bibliography of Possible Textbooks 70 Additional ENGL 1130 Assignments 75 Untangling the Mystery of ENGL 1130 “How am I supposed to teach this course…I’m not a scientist.” “I not sure what kind of assignments I’m supposed to use. Are there templates available?” “What is an academic discourse? And, how do I teach it to students?” “This is the hardest course I’ve ever had to teach.” As the associate director of the composition program at the University of Toledo, I have heard each the preceding comments in regards to ENGL 1130: Academic Discourses and Disciplines. Of the three second semester 1000 level courses (ENGL 1130, 1140, and 1150), it is Academic Discourses and Disciplines that seems to cause the greatest consternation and confusion. It is our hope that this handbook will assist instructors in better understanding the goals and objectives for ENGL 1130 and will offer some exciting ideas and approaches for teaching the course. We do not offer this information as a cure-all; as with any class, contextual factors (such as class size, time of day, type of students, etc) can influence the success or failure of a specific assignment or class. However, we believe that these ideas are on