Writing Programs

English Composition Graduate Courses

300. Teaching English. (4) Lecture, four hours. Required of candidates for single subject credential in English. Study of theories of rhetoric, composition, reading, and literature as they apply to secondary school or college English curriculum. S/U or letter grading.

401. Current Issues in University Writing Pedagogy. (4) (Formerly numbered 494.) Seminar, three hours. Limited to graduate students. Exploration of literature and theories of postsecondary writing pedagogy that may include focus on changing institutional role of writing instruction, multimodal composition, and linguistic/educational diversity. Letter grading.

402. Writing Pedagogy across Disciplines: Genre and Discourse. (4) Seminar, three hours. Limited to graduate students. Survey of literature on academic writing across curriculum. Examination of writing conventions, genres, and styles in graduate student academic disciplines, with focus on evolving academic discourse in emerging and hybrid areas of inquiry. Development of best practices for adapting writing pedagogy to changes in disciplinary academic discourse, with discussion of challenges for multilingual learners. Letter grading.

403. Language Pedagogy: Form, Meaning, and Function. (4) Seminar, three hours. Designed for graduate students. Survey of theories and applications of language structures and conventions, with insights from discourse analysis and functional grammar. Designed to develop instructor ability to explain structures and to articulate language-based issues of meaning. Integrates research and successful applications of knowledge for improved language-related instruction and feedback in composition studies. Letter grading.

404. Diversity and Student-Centered Pedagogy. (4) Seminar, three hours. Limited to graduate students. Survey of literature on heterogeneous classrooms, with focus on diversity of race, socioeconomic status, geographic background, linguistic skills, and academic preparedness. Development of best practices for accommodating diverse student populations and building active inclusive curriculum and classroom environments at university level. S/U or letter grading.

495A. Teaching Preparation Seminar: Second Language Learners. (4) (Formerly numbered 495G.) Seminar, three hours. Limited to graduate students. Required of all English as a second language (ESL) teaching assistants and open to students seeking Graduate Certificate in Writing Pedagogy. Focus on pedagogical issues specifically related to academic reading and composition skills for second language learners, including course design, assessment of student writing, conferencing, and specialized problems that may occur in teaching ESL courses. S/U grading.

495B. Supervised Teaching of Second Language Learners. (4) Seminar, two hours. Enforced requisite: course 495A. Required of all English as a second language (ESL) teaching assistants each term they are assigned to teach ESL courses. Focus on composition pedagogy, writing course design, assessment of student writing, and specialized problems that may occur in teaching ESL courses. S/U grading.

495C. Teaching Preparation Seminar: First-Year Composition. (4) (Formerly numbered 495B.) Seminar, three hours. Limited to graduate students. Required of all teaching assistants prior to teaching English Composition 3 courses and open to students seeking Graduate Certificate in Writing Pedagogy. Focus on composition pedagogy, writing course design, assessment of student writing, and specialized problems that may occur in teaching English Composition 3. S/U grading.

495D. Supervised Teaching of First-Year Composition. (2) (Formerly numbered 495C.) Seminar, two hours. Enforced requisite: course 495C. Required of all teaching assistants who are assigned to English Composition 3 courses. Focus on composition pedagogy, writing course design, assessment of student writing, and specialized problems that may occur in teaching English Composition 3. May be repeated for credit. S/U grading.

495E. Teaching Preparation Seminar: Writing in Disciplines. (2) (Formerly numbered 495A.) Seminar, three hours every other week. Limited to graduate students. Required of all teaching assistants for Writing II courses not exempt by appropriate departmental or program training and open to students seeking Graduate Certificate in Writing Pedagogy. Training focused on composition pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in disciplinary contexts. Practical concerns of creating assignments, marking and grading essays, and conducting peer reviews and conferences. May be repeated for credit. S/U grading.

495F. Supervised Teaching of Writing in Disciplines. (2) (Formerly numbered 495D.) Seminar, two hours. Enforced requisite: course 495E. Required of all teaching assistants for Writing II courses not exempt by appropriate departmental or program training. Mentoring conferences and teaching observations, with focus on student-centered pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in disciplinary contexts. Practical concerns of creating assignments, marking and grading essays, and conducting peer reviews and conferences. May be repeated for credit. S/U grading.

M495I. Teaching Preparation Seminar: Writing for Engineers. (4) (Formerly numbered M495E.) (Same as Engineering M495I.) Seminar, two and one half hours. Limited to graduate students. Required of all teaching assistants for Engineering writing courses not exempt by appropriate departmental or program training. Training and mentoring, with focus on composition pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in engineering writing contexts. Practical concerns of preparing students to write course assignments, marking and grading essays, and conducting peer reviews and conferences. S/U grading.

M495J. Supervised Teaching of Writing for Engineers. (2) (Formerly numbered M495F.) (Same as Engineering M495J.) Seminar, one hour. Enforced requisite: course M495I. Required of all teaching assistants in their initial term of teaching Engineering writing courses. Mentoring in group and individual meetings. Continued focus on composition pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in engineering writing contexts. Practical concerns of preparing students to write course assignments, marking and grading essays, and conducting peer reviews and conferences. S/U grading.

M495K. Teaching Preparation Seminar: Teaching and Writing Pedagogies for Electrical Engineers. (2) (Same as Electrical and Computer Engineering M495). Seminar, two hours. Limited to graduate electrical engineering students. Required of all departmental teaching assistants (TAs). May be taken concurrently while holding a TA appointment. Seminar on pedagogy and logistics of being a TA with emphasis on student-centered teaching, clear communication, and multimodal teaching and learning. S/U grading.

495M. Teaching Preparation Seminar: Clusters. (2) Seminar, two hours. Limited to graduate students. Required of all Clusters teaching assistants in their first quarter with Clusters. Training focused on student-centered pedagogy, reflective teaching, composition pedagogy, assessment of student writing, guidance of revision process, and specialized teaching issues that may occur in Clusters context. Practical concerns of lesson planning, discussion leading, responding to and grading essays, and conducting peer reviews and conferences. S/U grading.

495N. Teaching Preparation: Writing-Intensive Seminar Development. (2) Seminar, two hours. Limited to graduate students. Required of all Clusters teaching assistants in quarter prior to their first Clusters seminar and open to students seeking Graduate Certificate in Writing Pedagogy. Training focused on developing writing-intensive seminar with emphasis on identifying course objectives, choosing appropriate readings, sequencing and scaffolding curriculum, drafting integrated assignments, and foregrounding writing in discipline-specific context. Production of syllabus for seminar that satisfies Writing II requirement. S/U grading.

495O. Supervised Teaching of Clusters Seminar. (2) Seminar, two hours. Requisite: course 495N. Required of all Clusters teaching assistants teaching their first Clusters seminar. Mentoring conferences and teaching observations, with focus on student-centered pedagogy, assessment of student writing, guidance of revision process, and specialized writing problems that may occur in disciplinary and Clusters contexts. Practical concerns of creating assignments, responding to and grading essays, and conducting peer reviews and conferences. May be repeated for credit. S/U grading.

499. Academic Professionalization Colloquium. (2) Colloquium/workshop, three hours every other week. Limited to graduate students. Rotating speakers on topics such as designing digital teaching portfolio, drafting academic/teaching curriculum vitae (CV), writing application letters for academic jobs, and pursuing alternative academic careers. Speaker sessions and panels to be followed by workshops. Revision of application letter, CV, teaching portfolio, or other relevant document to be determined in consultation with colloquium organizer. S/U grading.