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Office: 111 Voorhies

530-754-9197

Office Hours: M 9:00-10:30 AM, T 4:00-4:45 PM, W 10:00-11:00 AM and by appt.

Email: cjthaiss@ucdavis.edu

Understanding the history and theories on which sound teaching practice is based goes hand in hand with good practice. Understanding important methods of research in the broad discipline of rhetoric and composition---and how these have been adapted to craft influential publications--helps us grow as scholars and writers. In this seminar we explore some well-known works by reflective teachers/scholars that have shaped current practice, as well as some recent work that is developing composition theory in response to changes in culture and technology. My goals in this seminar are (1) to improve our understanding of the history of the discipline and the contributions of research, (2) to study the uses of research methods in important documents, and (3) to encourage your own careful and creative building of methods that will strengthen and enrich your practice as writer, researcher, and teacher.

We will proceed by reading and discussing an array of interesting and often controversial work, writing twice-weekly responses (online) to these works, and developing and sharing our own projects. Your main project will be a research-based study of a particular theory or theorist of your choice. Indeed, I will encourage you to explore issues and authors of particular moment to your own current teaching or writing, thus supporting--to the degree you wish--your research for other courses or toward your dissertation.

Meeting in the computer classroom, 247 Olson, will give us the flexibility to use diverse research and presentation tools, as well as to conduct traditional discussions.

Susan Miller, ed. (2009) The Norton Book of Composition Studies. New York: W. W. Norton. (CS)

Charles Macarthur, Steve Graham, and Jill Fitzgerald, eds. (2008) Handbook of Writing Research. New York: Guilford Press. (WR)

Chris Thaiss and Terry Myers Zawacki. (2006) Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life. Portsmouth, NH: Boynton/Cook/Heinemann. (EW)

In this seminar, we will also be visiting websites devoted to composition at various places in the U.S. Among websites of interest is the National Writing Project research database,

9/29 Introductions and Exercises. History of the Field: have read CS essays by Harder, Horner, and Douglas.

10/6 History of Writing Instruction and Growth of Research--have read CS essays by D'Angelo, Braddock/Lloyd-Jones/Schoer, Emig, Kitzhaber, and Braddock; WR essay by Nystrand. Due: "position" reflection on yourself as rhet/comp theorist (min. 500 words).Note: We will begin this week the twice-weekly contributions to the SmartSite forum.

10/13 Toward Contemporary Writing Theory and Research--have read CS essays by Hairston, Britton et al (461), Flower/Hayes, Hillocks: WR essays by Prior, Tolchinsky. Due: proposal for individual "theory-building" research project (1-2 pp.).

10/20 Schools of Theory and Their Research Paradigms--have read CS essays by Murray, Lu, Windsor, MacNealy; WR essays by Berninger/Winn, McCutcheon. Note: Today is the National Day on Writing!

10/27 The "Social Turn" in Writing Theory--have read CS essays by Reynolds, Villanueva, Sirc, Freedman; WR essay by Beach/Friedrich.

11/3 Studying Writing in the Academy and the Community--have read CS essays by Bazerman, Lyons, Moss, Gere; WR essay by Newell. Note: this class will end by 7:00 PM.

11/10 Studying Writing in Global Contexts--have read CS essays by Delpit, Lunsford (1401), Atkinson, Canagarajah; WR essay by Fitzgerald. Begin research presentations.

11/17 A Case Study of Theory and Research--have read EW. Continue research presentations.

11/24 Case Study and Studies--Workshop on drafts of theory-building projects; continue research presentations.

12/1 Research on Global/Technological Issues in Writing--have read CS essays by Matsuda, Romano/Field/de Huerga, Selfe/Hawisher/Lashore/Song; WR essay by Huot/Neal; complete research presentations.

Theory-Building Project (30% of course grade)

From the start of the quarter, think about and plan this culminating project, which asks you to think, read, and write deeply about a particular question, issue, or application of composition theory and to build your own theory in relation to it. This project is not primarily a description of a teaching technique, such as you might prepare in UWP 390; you could, however, take a particular technique or method as your subject and explore its research and practice history and the theories on which it is based. Alternatively, this project might relate to your dissertation research, in terms of its bases in theory or comparative research methods. A third alternative is to focus on the work of individual theorists/researchers. You may draw on any of the theorists and practitioners we study in the course or that you have studied previously, but I also expect you to read further, though not exhaustively, into the literature (print and online) closely relevant to the particular topic.

The project should culminate in an essay of at least ten pages. Note in the syllabus the due date for the preliminary proposal (1 page, including a description of the project and a short starter biblio of relevant sources); a first, complete draft is due Week Nine (see date on schedule). The revised draft is due during exam week (date noted on the syllabus). Feel free to consult with me about the work in progress at any point in the course. Please let me know, for example, if you plan to use this project as one of your qualifying papers in your PhD program.

Multimedia option: If you choose, you may develop your project as a web-based or otherwise multimedia work, incorporating other elements besides word text.

Theory and Research 'Blog (30 % of course grade)

From Week Two, you’ll take part in a twice-weekly SmartSite forum based on the topics and readings for that week’s class. I ask you to write at least one full screen per week as part of a conversation among the members of the seminar.You’ll be responding both to the assigned material and to one another’s comments. Hence, I’d like you to log in twice a week, so you can contribute in the early and more advanced stages of the conversation. These commentaries should be thoughtful, incisive reflections on the topics in relation to your own teaching, writing, and developing research. I’d like the tone of these remarks always to remain thoughtful and congenial. It’s fine to disagree with a colleague or with me, but I ask you to do so in the spirit of collegiality. Feel free to use your space not only for your written entries, but also to insert images, links, etc., pertinent to our discussions.

Over the last four evenings of the course, we’ll hear presentations (10-15 minutes each, plus 10 min. discussion) from the members of the seminar on the theory-building projects on which all of you have been engaged. Think of the presentation as an outline/summary of your full project, a summary of its focus, of the main writers who have influenced your own thinking on the topic, and of your conclusions. Please accompany your oral explanation with a one-page handout that helps us follow along, and feel free to use the several tools of the computer classroom. If you wish, you might consider this presentation as practice for a conference presentation.

Seminar Participation (30% of course grade)

Your full, active, well-prepared, and thoughtful participation in our discussions is essential toward both the success of the course and your own success in it. I look forward to many evenings of productive, intense, enjoyable discussion and to excellent online conversations as well.

UWP 298: Research in the Teaching and Learning of Writing