Responding to readings using different media and theoretical pedagogical perspectives in order to practice different ways of engaging with YA Literature (ways you might use with students) and to practice designing instruction in response to student responses.
Full Description | Models
5% (X6) = 30%
Researching adolescents' literacy practices and either creating fiction or designing instruction based on that research in order to practice learning from students how to teach them better.
Full Description | Models
Drawing on one's own experiences with YA Literature or adolescent literacy and on course readings to derive characteristics of what literature should be taught to young adults in order to practice justifying one's curricular choices to students, parents, administrators.
Full Description | Models
Whether you plan to be a teacher, a writer, or an anthropologist, it's important to practice talking about what you think and who you are across your work to people who don't already know you. At the end of the semester, I'll ask you to meet with me and a significant other (a parent, mentor, roommate, spouse--any outsider to our class community) for a portfolio conference. We'll talk for half an hour about 4-5 pieces you've collected that demonstrate who you are as a writer/teacher/professional according to the guidelines of your field.
Preparing course readings and assignments in a timely fashion, engaging in discussion with professionalism and a willingness to take risks, and contributing fully as a member of groupwork/Literature Circles.