Enpg 550/edis 589: Counterpoint Seminar in Teaching Modern Literature Course Instructors Corey Brady

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ENPG 550/EDIS 589: Counterpoint Seminar in Teaching Modern Literature
Course Instructors
Corey Brady cbrady@ti.com

Office Hours & Location, TBD

Sara Kajder skajder@virginia.edu

Office: Ruffner 173A

Hours: Tuesday and Thursday 4 – 5 p.m. and by appointment

Office Phone: 243-7788

Course Description / Rationale

This is the first of a series of Counterpoint Seminars, part of the University’s “Teachers for a New Era” program. A “Counterpoint Seminar” asks students who have already taken an important lecture course to re-take portions of that course while thinking about how best to teach the course’s content.

This Seminar will help participants to think about best practices for teaching major works of modern literature, in the context of middle school and high school English classrooms. The course will be highly interactive and focused on practical teaching challenges as we seek to develop new pedagogical tools from skills rooted in our training as students of literature: How can our skills in reading poems, novels, and plays be related to our skills in "reading" classroom discussions of literature? And once these two "literacies" are placed in dialog with one another, how can they enrich each other and fuel innovative thought?
The Seminar will be in conversation with ENGL 383, which will provide us with models of scholarship and provocative starting points for literary engagements. Regardless of when they first took 383, students in the seminar will be expected to attend multiple ENGL 383 lectures concurrent with the seminar and to complete select reading from the 383 course. (Note: students will not be obligated to attend 383 discussion sections or complete other 383 requirements). Shared texts will include J. Joyce, V. Woolf, T.S. Eliot, W. Faulkner, W. B. Yeats, A. Rich and C. Achebe (among others). Over the course of the semester, we will seek to engage questions about how teachers can use their skills as readers
- To cultivate rich classroom discourse

- To recognize and shape the fluid roles and relationships between teachers and students

- To employ scholarly methods of engaging with texts

- To apply innovative instructional strategies and methods critically, and

- To develop collaborative interpretive communities
Texts required for the seminar (in addition to the readings for ENGL 383) will include readings from works by leading voices in English education, including C. Jago, J. Langer, H. Roskelly, J. Harris, S. Harvey and J. Wilhelm (among others). Assignments for the Seminar will provide for formative assessment of students’ ability to articulate critical positions and apply course material to classroom practice. Students will also work throughout the course to develop a teacher inquiry project and a digital literacy narrative.


To enroll in ENPG 550/EDIS 589 you must be an English education major and you must have previously taken ENGL 383 or its equivalent.


To do well in this course, you should come prepared to all class sections and actively participate in them. You must complete your assignments fully and turn them in on time. Assignments turned in late (even the same day after class) will be deducted one grade level per day late. Unless otherwise noted, all assignments must be completed individually. Each assignment must be pledged.

The course grading system is based on a point structure. You earn points for each component or requirement of the class that you meet, and your final grade is determined by calculating the percentage of the total possible points that you have earned. The tentative point scheme is as follows (assignments may be added, removed or modified during the course of the semester):




Total Points





Literacy Narrative




Frontloading Activity/Teaching




Reading Activities (SRI, QtA, Dialogue Journal, etc.)




Literature Circle Tasks




Reading/Writing a Classroom Activities




Teacher Inquiry Project






Grades will determined using the scale below.

% of total points earned


98 and above
























Below 60


Graduate students must earn a B- or better to pass the course.

Required Course Materials
Rudyard Kipling, The Man Who Would Be King and Other Stories (Dover), 0486280519
Joseph Conrad, Heart of Darkness (Dover), 0-486-26464-5
William Butler Yeats, Selected Poems and Four Plays (Scribner), 0684826461
T. S. Eliot, The Waste Land and Other Poems (Signet), 0451526848
Virginia Woolf, To the Lighthouse (Harvest), 0156907399
Virginia Woolf, Mrs. Dalloway (Harvest), 0156628708

William Faulkner, Go Down, Moses (Vintage), 0679732179

Chinua Achebe, Things Fall Apart, 0385474547 Adrienne Rich, Adrienne Rich's Poetry and Prose (Norton), 0393961478
Derek Walcott, Collected Poems 1948-1984 (Farrar, Straus and Giroux), 0374520259
Jeff Wilhelm, Strategic Reading (Heinemann), 086709561X

Hephzibah Roskelly, Breaking into the Circle: Group Work for Change in the English Classroom (Heinemann), 0867095431

Nancy Steineke, Reading and Writing Together: Collaborative Literacy in Action (Heinemann), 0325004439
All titles are available at the University Bookstore.
You will need to select and purchase one additional professional text midway through the semester. We will generate the list of options as a class based on the group’s interests and needs.

Electronic Community

The online community for the course will be housed at the Tapped In web site, located at www.ti2.sri.com. Our class has a group established, and you are welcome to set up your own office in the Tapped In community. In addition to posting resources, sharing files, and using the discussion area to discuss shared reading, online chats have been scheduled with experts in teaching reading, teaching writing, crafting collaborative learning experiences, and teaching for mindful literacy.

Outside of Tapped In, you are required to maintain a weblog detailing your experiences / reflection / insights as you work as a reader, thinker, writer, and teacher in this class. This will be peer sharedWe will build these pages using the free tool at http://www.blogger.com.

Teacher Inquiry Research Project
This project will be developed throughout the semester, starting from student generated instructional questions. Project work will include time spent observing local practicing secondary English teachers, conducting independent research and reading on your selected topic and regular conferences with course instructors.
Proposed Course Schedule

August 27, 2003: Lecture, Class One

Introduction and Course Overview

Assignment: Literacy Narrative (due Sept. 8, 2003 at the start of class), Post-it Note Reading (due Sept. 1)

Reading: Kipling

September 1, 2003: Lecture, Class Two

Teaching Kipling

Assignment: Continue work on literacy narrative.

Reading: Conrad, Wilhelm

September 3, 2003: Lecture, Class Three

Teaching Conrad

SRI Task

Assignment: Continue work on literacy narrative.

Reading: Levenson article, Wilhelm

September 8, 2003: Class Four

Teaching Conrad

Complete and Debrief SRI Task

Assignment: Conference with Instructors re: literacy narrative and teacher inquiry by Sept. 17 class, Literature Circle Role

Reading: Steineke, Yeats

September 10, 2003: Class Five

Teaching Yeats

Literature Circles: Reading Poetry

Assignment: Literature Circle Role

Reading: Steineke, Yeats, Assigned Readings (available in class)

September 15, 2003: Lecture, Class Six

Teaching Yeats

Literature Circles: Teaching Poetry

Reading: Eliot, Assigned Readings on Questioning (available in class)

September 17, 2003: Lecture, Class Seven

*** Electronic Discussion with Nancy Steineke, Smokey Daniels

Teaching Eliot

Question the Author (QtA) and other strategies

Reading: Wilhelm (on Frontloading), Eliot, Assigned Readings on Socratic Seminar (available in class)

September 22, 2003: Lecture, Class Eight

Teaching Eliot

Socratic Seminar

Assignment: Conferences to plan Frontloading

Reading: Mrs. Dalloway, Wilhelm

September 24, 2003: Lecture, Class Nine

Teaching Woolf

Visual Think Aloud Activity

Assignment: Complete Think-Aloud, Prepare for Frontloading

Reading: To the Lighthouse

September 29, 2003: Lecture, Class Ten

Teaching Woolf

SRI Revisited

Assignment: Prepare for Frontloading

October 1, 2003: Lecture, Class Eleven

Frontloading Debriefing

Assignment: Participate in online discussion with Wilhelm

Reading: Roskelly

October 6, 2003: Class Twelve

Ways of Reading a Classroom

Assignment: Select text for professional literature circle

October 8, 2003: Class Thirteen

Ways of Reading a Classroom

October 13, 2003: READING HOLIDAY

October 15, 2003: Class Fourteen

Ways of Reading a Classroom

October 20, 2003: Lecture, Class Fifteen

Ways of Reading a Classroom

Reading: Faulkner

October 22, 2003: Lecture, Class Sixteen

Teaching Faulkner

FQR Activity – Nonfiction Reading, Textbooks

October 27, 2003: Lecture, Class Seventeen

Teaching Faulkner

Assignment: Picture Book Activity

Reading: Achebe, Harvey (section from Strategies that Work)

October 29, 2003: Lecture, Class Eighteen

Teaching Achebe

Book Lists, Finding Entrances

Assignment: Literature Circle Role for November 3

November 3, 2003: Class Nineteen

Professional Literature Circle

Assignment: External Reading Group Reflection Project

November 5, 2003: Class Twenty

Writing a Classroom - Lab

November 10, 2003: Class Twenty One

Writing a Classroom - Lab

November 12, 2003: Class Twenty Two

Writing a Classroom - Lab

Reading: Rich, Walcott

November 17, 2003: Lecture, Class Twenty Three

Teaching Rich and Walcott

November 19, 2003: Lecture, Class Twenty Four

Teaching Rich and Walcott

November 24, 2003: Class Twenty Five

Teacher Inquiry Project Construction

Conference with Instructors

November 26, 2003: Class Twenty Six

Teacher Inquiry Project Construction

Publication Search

December 1, 2003: Class Twenty Seven

Teacher Inquiry Project Construction

December 3, 2003: Class Twenty Eight

Presentations: Teacher Inquiry Project

Next Steps in our conversation…

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