Course Sites

Jennifer Blaylock, Makin’ Copies

Howard Fisher, Dialects of Modernism

Jordan Greenwald, The Real Housewives of Comparative Literature

Ryan Ikeda, Imaginative Algorithms

Lisa Jacobson, Alternative Realities

Marianne Kaletzky, Cutting Remarks

Alan Kluegel, Immigration and Asylum

Aileen Liu, The Teaching of Literature and Composition

Shokoofeh Rajabzadeh, Reading Visions of the World

Julia Shatz, From Yellow Fever to Zika

Jonathan Shelley, Letters and Epistles

Jeremy Soh, Anthropology After Nature and Culture

Sarah Whitt, Truth Be Told

Seminar, Friday, 6/09/2017

Composition/Rhetoric/Writing Studies as an Academic Field

  • An interest in how texts are produced
  • An interest in ordinary language—that is, in the writing of students, workers, and community members

A Brief Composition Timeline 

CCC1874          Harvard College institutes a written entrance exam

1944          GI Bill

1949          Conference on College Composition and Communication (CCCC) founded, CCC  begins publication

1966          Dartmouth Seminar on the Teaching of English

Dartmouth Seminar 1966

1969          Open Admissions founded at CUNY

1971          Janet Emig publishes The Composing Processes of Twelfth Graders

1974          CCCC endorses The Students’ Right to Their Own Language

1977          Mina Shaughnessy publishes Errors and Expectations


1987          Wyoming Conference Resolution Opposing Unfair Salaries and Working   Conditions for Teachers of Postsecondary Writing

1995           Elbow/Bartholomae debate on personal and academic writing

1996          The New London Group publishes “A Pedagogy of Multiliteracies”



Joseph Harris, A Teaching Subject, 2nd ed, 2012


Continuing On

Reflections on This Seminar

We hope to continue to offer this seminar in the future, and so would much appreciate your help as we refine and move forward with this project. I’d thus like to ask you to do some reflective writing in which you respond to any or all of the following questions:

  • What should we make sure to continue to do?
  • What might we do more of?
  • What could we perhaps do differently?

We may draw on your your comments as part of a report to the Mellon Foundation, so please don’t put your name on them. Instead use Guerilla Mail to email your reflection anonymously to John Paulas. He will organize them for our review. Thanks!


Have your laptop open with your course site displayed. Turn your screen to the middle of the room. Walk around, see what people are doing, and talk to them about it.

Some Closing Thoughts (For Now) From Me

I thought this week was at once exhausting and invigorating. I’m excited by the courses you are designing, and I think Berkeley is lucky to have you! Please don’t hesitate to contact me in the coming weeks and months. I’m eager to keep in touch.

Thanks for your work!

Seminar, Thursday, 6/08/2017


Responding Toward Revision

Grading Final Pieces

Schedules, Grades, Policies, and Other Details

Working on WordPress

For Tomorrow

Complete as much of your course website as you can. If you are having trouble figuring out how to post or format certain pages, posts, or widgets, save the content in Word or on paper. But try to have a  demo-version of your course to show and talk about as part of our arcade tomorrow.

Email me the URL for your site before 10:00 tomorrow. I’ll post a list of links to your courses to this site.


  • Studio: Work on WordPress site
  • Conversation: Alex Brostoff, Alex Bush, Caroline Brickman, Taylor Johnston, Evan Klaxon, Marion Phillips, Luke Terlaak Poot, Daniel Valhalla,  Irene Yoon, 2016–17 Koshland Fellows, “Designing and Teaching a R&C Course”

Koshland fellows 2016 and 2017.jpg

Seminar, Wednesday, 6/07/2017

Academic Writing: Function and Form

Working with Student Writing

  • Conference
  • Pairs
  • Studio
  • Workshop
  • Seminar


Workshop Guidelines

Workshop: Course Overviews and Writing Projects

Readers: In addition to the two standard workshop questions (what works best? what should the writer work on next?), please consider the following:

  • How would you describe the voice of the author/teacher in this text? How would you describe the stance the author (teacher) takes towards readers/students?
  • What terms of value appear in the text? What is said or suggested about how this writing will be evaluated?

Digital Pedagogy

Ryan Sloan, College Writing Programs,  UC Berkeley, “Rigorous Play

For Tomorrow

  1. Choose a WordPress template for your course website. Use Pages to create the sections of your syllabus. Use Widgets to post course info, contact, search bar, tag cloud, Creative Commons license, etc.
  2. Rough out a weekly schedule for your R&C course, marking deadlines for drafts, and revisions, and classes you will devote largely to writing. Bring two paper copies with you to seminar tomorrow.


  • Studio: Set up your WordPress site. Rough out the weekly schedule for your R&C course.
  • Conversation: Michael Cohen, Associate Teaching Professor, African American Studies, “Digital Writing in The Secret History of America


Seminar, Tuesday, 6/06/2017


Questions From Monday

How do I negotiate between teaching

  • Expository and experimental modes of writing?
  • Practice of writing and theme or content?
  • Institutional goals and pedagogical goals?

How much direction or background should I offer about

  • The moves or forms of academic writing?
  • The subject I am asking students to write about?

How do I move students beyond

  • Summary, and towards analysis?
  • The traditional 10-page research paper?

Course Overviews

Trade overviews with a colleague. Try to read the document from the point of view of a first-year student on the first day of class.. What else might the teacher tell you about:

  • What are you going to do as a writer?
  • Why are you going to do it? How will this work be interesting or useful?
  • What will the pace and workload of the semester be like?

Composing Writing Projects

Working With Multilingual Writers

Michelle Baptiste, College Writing Programs, UC Berkeley

Writing for Tomorrow

Draft one of the main writing projects for your course. Bring five copies of it and your course overview to seminar tomorrow.


Seminar, Monday, 6/05/2017



Fast Write: You are an accomplished academic writer. (Otherwise you wouldn’t be in this room.) Please write a brief story about a particular event in which you learned something useful about academic writing. Try to create as compelling a story as you can. Let your points emerge through how you describe the characters, setting, and action of your narrative. I’ll ask you to introduce yourself to the seminar through reading this story aloud.

Read Alouds: Please take some notes as you listen to your colleagues’ stories. What similarities do you notice in how they describe learning to write as academics? What differences?


  • About
  • Plan
  • Schedule

Designing a Writing Course

Writing For Tomorrow

Please draft the overview for your R&C course. You’ll have some time to review some examples of other overviews and to begin writing this afternoon. Please bring two print copies of this piece to seminar tomorrow morning.


Fast Write: What’s the most pressing question on your mind right now about how to design your R&C course?


.Everyday Genrea


This site will support the work of the second Summer Seminar in the Art of Teaching Writing, to be held at UC Berkeley from Monday 6/05, to Friday, 6/09/2107. The seminar is sponsored by the Doreen B. Townsend Center for the Humanities and the Daniel E. Koshland, Jr. Fellows. I look forward to working with you!

  • Joe Harris, University of Delaware
  • @joeharris_ud

JH 2014