Last Weekend before the Fiasco Starts

I’m somewhat ready. Last week, I had to meet with the Writing Director at campus #1 to go over my syllabus for Honors Freshman Composition. This is the class that I had to redesign based on my sub-par evaluations. I spent a few days re-working it–adding a blog component to initiate more discussion, working in some designated “instructor input” sessions, even typing up some formal lesson plans with time marks.

The feedback that I received was that I was heading in the wrong direction. That is, the blog component was propagating the “decentralized” nature of this class, and we want to go the opposite direction (which I thought the “instructor input” sessions would do). It seemed that I was also attempting to cover too many concepts in one session. The Writing Director said that I should try to stick to one or two things (for a 75 min session) that the students can walk away with. (I wish I’d known this earlier.) My concern with this is not having enough content to go over, but I believe it’ll give us the opportunity to thoroughly cover the nuances of these concepts.

Another advice was that I needed to directly tie concepts with practice (their essays). Duh, right? What I had trouble with was the order in which I presented material. Previously, I’d covered a unit on “Academic Writing”–complete with integrating sources, when their next assignment was a personal narrative. (I blame the textbook on this one–academic writing is Ch. 3, while narrative writing is Ch. 4.) Although I’m aware that I can and should deconstruct the book to fit my lessons, I did not particularly think skipping a chapter was a good idea. We’d covered the first two on “Critical Reading” and “The Writing Process”–which is pretty much review–so “Academic Writing” was grouped with that. But I do see the benefit now. This semester, we’ll cover “Academic Writing” with their persuasive essay unit, which does require them to apply the concepts therein.

Lastly, the Writing Director emphasized three things that “professors from other disciplines” want students to learn from composition instructors: 1.) how to formulate a thesis, 2.) how to evaluate text, 3.) how to integrate research. Sounds very simple, and while it’s only about 10% of what I actually do have to cover, this piece of advice will help me focus my lessons.

Learning pedagogy is like learning how to write. Unlike occupations that objectively train you how to do something by following a certain number of prescribed steps, pedagogy and writing urge us to learn through our own process, by trial and error. The Writing Director simply could have given me her tried and true syllabus or sat with mine, pen in hand, to tell me how to structure it, but she didn’t. She asked questions and helped me see my own mistakes. No wonder why she consistently receives great evaluations, per the Associate Dean. I’m appreciative, and I only wish we could have met earlier–like last summer.

Because of having to completely redesign my syllabus (for the second time) for this Honors Comp course, I’m a little behind on my other three syllabi. The semester starts for two classes next week, so the only other one I had to focus on this week was the Comp II at campus #4, which–thank the universe–provided a course plan. I love specificity. And while the course plan can seem rigid to some, it completely lessens the burden of having to pull pedagogy out of my ass within a short period. (I did just get hired a couple of weeks ago.)

The second great thing about this course is that it’s themed: social status and inequality. I’d wanted to redesign the Honors Comp class based on something thematic, but I didn’t have enough time to gather materials. Sometime last semester, I’d looked at the writing programs at the six colleges at UCSD and thought how neat that would be to learn writing concepts based on interesting topics: culture, technology, arts, social justice. At times, it felt as though my composition courses lacked relevance because the content was really repetitive. These students have heard these before. The themes, then, seemed to fill the missing link between “relevance” and “content.”

I have two more syllabi to make from scratch: Comp II (different textbooks) and Technical Writing. But I have until next Monday. Today: much needed play time with my nephews, and then Lauryn Hill, live in concert.

—–

Post-script 1:
Another university called to ask if I wanted to teach some courses. This is the second semester that the coordinator called way after I’d already filled my schedule. Last summer, after I quit my job and begun my around-the-country train trip, she called while I was around the Fisherman’s Wharf in San Francisco. I’m sure she appreciated the live music and screaming children in the background. She asked me to consider her again for the future. It’s somewhat validating to be in demand. It gives me hope that eventually the demand will be for full-time positions. And I’ll take non-tenure track.

Post-script 2:
Speaking of, for another post, I’m looking at New Orleans for next school year, if a job pulls through. Details later.

Post-script 3:
Two poems from my first manuscript were accepted for Lavender Review (#3).

Very happy minus a life issue or two.

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