EN 455-S: Writing in the Schools
Spring 2014 — T/TR 2:25-3:40 p.m. — @ Shortridge T/TR 1:30-5 p.m.
http://blogs.butler.edu/mfashortridgeproject
http://blogs.butler.edu/exclusiveink
STAFF
Instructor: Chris Speckman
E-mail: cspeckma@butler.edu
Office: Efroymson Center for Creative Writing (530 W. Hampton Dr. — across the street from Butler University Police Department)
Hours: MW 1-4 p.m. or by appointment
GRADUATE ASSISTANTS
Luke Wortley (MFA, prose)
lwortley@butler.edu
Allie Field Bell (MFA, prose)
afieldbe@butler.edu
Allyson Horton (MFA, poetry)
ahorton@butler.edu
STATEMENT ON THE TOPIC
Writing in the Schools is a service learning course that emphasizes the dual responsibility components of the teaching of writing alongside the mentoring of elementary, middle, and high school students. The chief concerns of the course are to introduce Butler students to community program building, to provide leadership opportunities for graduate and undergraduate students in partnership with an urban educational institution, and to further the aims of placing writing as a centerpiece within current education models.
This term our primary objective is to understand the varied aspects of developing a working relationship with Shortridge High School, its faculty, and students; provide one-to-one mentoring and tutoring services to student writers; contribute to the larger discussion of the issues surrounding public education and the impact on writing.
TEXTS
Ravitch, Diane. The Death and Life of the American School System. Basic Books
Kozol, Jonathan. The Shame of the Nation. Three Rivers Press
Koch, Kenneth. Wishes, Lies, and Dreams. Harper Paperbacks
Kotlowitz, Alex. There Are No Children Here. Anchor
Tully, Matthew. Searching for Hope. Indiana University Press
COURSE REQUIREMENTS / POLICIES
In this course we will concentrate on both service and program development to the end of delivering the highest quality, one-to-one writing tutoring program in cooperation with Shortridge High School. We will emphasize hands-on tutoring in conjunction with reading and discussion as the primary means to explore the topic and best serve the students. The nature of this course requires participation by everyone; the idea is that only through our joint efforts, sharing of knowledge and expertise, will we understand better the challenges of emerging writers and the significance of writing to learn in the broadest sense.
READING RESPONSES & WEEKLY FACEBOOK POSTS
In addition to playing an active role at Shortridge, students are also expected to complete reading responses to each of the five texts listed on the syllabus. These responses should be 3-4 pages, double-spaced, and should address the guiding question pertaining to the book (see guiding questions appendix listed after class schedule). The responses should be sent to me electronically before the class period they are due.
There will also be a Secret Facebook Group (not accessible or searchable to anyone not in the group) for EN 455/Shortridge discussion. If you are not already on FB, you are encouraged to create a dummy account (ask for assistance with this, if needed).
You will be required to post at least twice a week on the FB group. These should be informal posts on the group message board, and do not have to be of a certain length. The expectation is that your posts will be thoughtful and thorough enough to convey your observations and insights. Occasionally, I will post a question for you all to answer in the Facebook group. Please check back regularly to ensure that you don’t miss this avenue for participation.
As a general rule, one of your Facebook posts each week should be a reflection on your experience at Shortridge (i.e. “Today I worked with Brandon. He seemed pretty guarded at first, but he opened up when we started talking about his pet hamster. I tried to get him to write a poem about the pet hamster by doing x, y, and z…”). Your other post should be a response to one of your classmates’ posts or a link to something in the news about education on the national scale, or something more local, like an Indianapolis Star op-ed about IPS.
Failure to keep up with the bi-weekly writes and weekly Facebook posting will result in a deduction from your overall Participation grade.
PROGRAM BUILDING PROJECTS
Students should select one or two areas for special contributions. These semester-long projects should be determined early in the semester.
For selected areas, note that your work will provide additional resources for program development for those currently participating and volunteers to come. Many of these resources will be included on the Shortridge blog. Please suggest any additional areas of development or ways in which your expertise may contribute to this project.
–Service learning and citizenship
–Volunteer development and recognition
–Program statistics/record keeping–sustainability
–Writing exercises/modules
–Blogging for Writing in the Schools
–Documentary filmmaking/producing online video content
–Student publications at Shortridge (Exclusive Ink lit magazine + online journal)
–Expository and creative writing programs for high school students
–Student publications and writing awards (external)
–Student recognition, publicity, events, writing exercises
–Leadership/guidance of students involved with the SHS newspaper
GRADING
Reflective Essay (ICR-required) 10%
Program Building Project 20%
Participation (attendance + activity @
SHS+ bi-weekly writes and FB posts) 70%
*ICR Service Learning Requirement = 20 hours community service/term.
ACADEMIC ACCOMODATIONS—STUDENT DISABILITY SERVICES
It is the policy and practice of Butler University to make reasonable accommodations for students with properly documented disabilities. Written notification from Student Disability Services is required. If you are eligible to receive an accommodation and would like to request it for this course, please discuss it with me and allow one week advance notice. Otherwise, it is not guaranteed that the accommodation can be received on a timely basis. Students who have questions about Student Disability Services or who have, or think they may have, a disability (psychiatric, attentional, learning, vision, hearing, physical, medical, etc.) are invited to contact Student Disability Services for a confidential discussion in Jordan Hall 136 or by phone at extension 9308.
CALENDAR
T Jan. 14: Introduction, Meeting @ Butler
R Jan. 16: Shortridge 101, Meeting @ Butler
T Jan. 21: First Day @ Shortridge, Ravitch The Death and Life p. 1-46
R Jan. 23 Ravitch p. 47-91
T Jan. 28: Ravitch p. 93-147
R Jan. 30: Ravitch p. 149-194
Schedule individual conference to discuss Program Building Project no later than Thursday, Jan. 30.
T Feb. 4: Ravitch p. 195-222
R Feb 6: Ravitch p. 223-242
T Feb. 11: Koch Wishes, Lies, and Dreams “Teaching Children to Write Poetry”
R Feb. 13: Koch “Class Collaborations” to “Noises”, Reading Response #1 Due
T Feb. 18: Koch “Dreams” to “A Swarm of Bees”
R Feb. 20: Koch “I Used to Be / But Now” to “Colors”
T Feb. 25: Kotlowitz There Are No Children Here p. ix-51
R Feb. 27: Kotlowitz p. 52-116, Reading Response #2 Due
T March. 4: Kotlowitz p. 119-189
R March 6: Kotlowitz p. 191-250
T March 11: No Class, Butler Spring Break
R March 13: No Class, Butler Spring Break
T March 18: Kotlowitz p. 191-250
R March 20: Kotlowitz p. 251-305
T March 25: IPS Intersession, Meeting @ Butler, Kozol Shame of the Nation p. 1-38
R March 27: IPS Intersession, Meeting @ Butler, Kozol p. 39-88, Reading
Response # 3 Due
T April 1: IPS Spring Break, Meeting @ Butler, Kozol p. 89-134
R April 3: IPS Spring Break, Meeting @ Butler, Kozol p. 135-186
T April 8: Kozol p. 187-236
R April 10: Kozol p. 237-284
T April 15: Kozol p. 285-317
R April 17: Tully Searching for Hope, Ch. 1-9
T April 22: Last Day at Shortridge, Tully, Ch. 10-14, Reading Response #4 Due
R April 24: Class Evaluations, Meeting @ Butler, Tully, Ch. 15-21
T April 29: Reading Response #5 Due
Reflective Essay and Program Building Project Portfolio due no later than Thursday, May 1
APPENDIX: GUIDING QUESTIONS FOR READING RESPONSES
RR #1 (Ravitch)
How have educational reforms mirroring corporate and free-market strategies affected the modern American student? If you were in a position of power, how would you modify any of these approaches (testing, accountability, merit pay, vouchers, charter schools, decentralization, deregulation, etc.) to better serve students?
RR #2 (Koch)
Based on your experience at Shortridge, what advice from Koch’s book do you find most useful? Which lessons/exercises/strategies might you try at SHS? Why?
RR #3 (Kotlowitz)
“I know there are people who will say that I became too involved with family, that I broke my pact as a journalist to remain detached and objective. But, in the end, I had to remind myself that I was dealing with children. For them—and for me—our friendship was foremost. Anything I could do to assist them I did—and will continue to do.” from A Note on Reporting Methods, p. 309
Defend or dispute Kotlowitz’s claim that when dealing with children, “friendship” should be “foremost.” Consider how Kotlowitz’s approach might have enabled him to write the kind of book he did about Pharoah and Lafeyette. Also consider your own experiences as a mentor at Shortridge and where you draw the line between mentorship and friendship.
RR #4 (Kozol)
In what ways has the American school system “retreated from the high ideals and purposes identified with Brown (vs. Board of Education)”? How do you perceive the level of racial integration at Shortridge (sufficient, insufficient, beneficial, detrimental, etc.)?
RR #5 (Tully)
TBD