Evans School of Humanities, Arts and Social Sciences
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Faculty Course Description

ENG 306: Principles of Writing Pedagogy
Instructor: Chris Diller
Office: Evans 233
Office Phone: (706) 238-5877
e-mail: cdiller@berry.edu

ENG 306 Syllabus

Catalog Description

Principles of Writing Pedagogy 3-0-3 An introduction to the central discourse theories and pedagogical principles in the field of composition and rhetoric. Through observation and practice, participants will learn how to teach the writing process in both group and individual instructional settings, to design a developmental arc of writing assignments, and to respond to and evaluate the written work of a variety of student populations. PR: RHW 102

Course Purpose

Designed for those who wish to writing in high school, graduate school, or other instructional settings, English 306 introduces students to the scholarship and best practices in the field of composition and rhetoric. The course mixes discussion, modeling, reflection, and practice as it reviews different theories and models of the teacher-student relationship and their implications for learning, teaching, course and assignment design, and assessment on the advanced secondary and post-secondary levels. By the end of the semester, students will have acquired a range of instructional perspectives and strategies complete with teaching/writing portfolio ready for professional presentation. (Note: this course fulfills the 300-level writing course requirement in the Secondary Education Track, the non-fiction upper division writing course requirement in the Writing Track, or the additional ENG course in writing for the Writing Track)

Learning Outcomes

By the end of the course, students will have acquired adequate knowledge of past and current composition pedagogies and what they imply for teacher/student relationships, have acquired a rich repertoire of teaching strategies and activities designed to coach the writing process and suitable for classroom and individual instructional situations, and have forged a theoretically and practically informed teaching philosophy.

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