Writing Courses at Al-Quds University

[Gina Dominique]

Hi, Everyone!
I'm sending you the email I sent to the other professors about improving the writing courses offered in our department. I'd also like to know what students think of these ideas. If you have time, look at the material I've sent and let me know what you think.

Thanks and Best Wishes,
Dr. Gina

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From: gdom...@hotmail.com
To: ata...@yahoo.com; bas...@yahoo.com; msdaj...@gmail.com; has62...@yahoo.com; jamal...@yahoo.com; m_t...@yahoo.com; ona...@hotmail.com; omar...@yahoo.com
Subject: Meeting For the Advancement of Writing Instruction: Materials for discussion
Date: Sat, 17 Jul 2010 17:05:39 +0000

Hi, everyone!

We've received a mandate from the Dean of Arts and the Director of Academic Affairs to modernize the writing program and I was asked to lead a committee. I  worked on developing and  for 11 years taught in the Composition Program at the University of Miami and Florida International University.  At Miami, many sections of first term freshman English and all sections of second term English (composition or writing) are unique courses, thematically designed by the individual instructor (and revised each term) around specific areas of intellectual inquiry (See Document Two below) .  Each writing instructor defines the nominal subject area according to his or her research interests, in most cases; at the University of Miami, the booklet of course descriptions for English writing published each semester reflects its faculty's  continued engagement with areas of inquiry related to English language, literature and critical theory. However, each writing course follows the standards and specification of the Composition Program objectives (see Document One below). Rather than re-invent the wheel, I thought maybe we'd work more efficiently if we  studied the program outlied by UM as one model --which I attached-- and worked to adapt elements of their program to our specific needs (The earliest versions of many of these web-postings are mine anyway).

The core of their writing program--which includes non-native speakers (and non- English majors) once they've passed the entrance exam--revolves around three courses: 103 (remedial and basic writing) , 105 and 106/7 (first and second term writing courses, 107 is for science and engineeringmajors), with an elective  course in advanced composition for second year students and several other discipline-specific courses. I've copied sections from their website below and boldfaced some distinguishing features of composition courses.  We can also talk about the collection of material on EFL writing and the bibliography I sent just before and after the close of the spring term. Would it be possible to meet a week from today in Abu Dies?

Please note that Dean Munther Dajani recommended that we find a way of offering a mandatory, non-credit intensive program in English Composition the summer befor our students begin their first academic year so that all are familiar with academic reading and writing in English before they enter university.

With thanks and best wishes,
Gina
_

Document One: University of Miami, English 106: Freshman Composition II

From English Wiki

Departmentally Defined Description

The second course in the first-year sequence. 106 builds on the work done in 105 by asking students to focus more specifically on textual analysis of various materials. While some of these materials are literary, the course defines "literature" in broad terms which include fiction and non-fiction, prose and poetry, academic and popular texts. Some non-print texts may be used as comparisons to printed materials, but the primary focus should be on printed materials.
Objectives

• development of close and critical reading of texts
• increased ability to use textual evidence to support an argument or interpretation
• appropriate incorporation of secondary sources
• increased sophistication and complexity at all levels of discourse.

Existing Course Design Chart

University of Miami English 106 Committee Preliminary Course Creation
The 106 Committee will use a similar form in assessing whether a proposed course meets those standards and practices and objectives to which the program has agreed to adhere. The "Course Plan" demonstrates the following:

• Students work directly with primary texts (i.e., analyzing the text to seek more than surface meaning; locating supporting evidence for the student's own argument)

• Students work directly with secondary texts (i.e., understanding differences between primary and secondary sources; supporting their arguments)

• Students work to integrate quotes, summary, paraphrase, key terms, and short phrases.

• Students work on writing during class

• Students work on writing outside of class

• Course demonstrates and expects some method of citation and documentation

• Students work to evaluate sources (i.e., identifying credibility of websites)

• Students work on close reading of texts

• Students work to annotate texts

• Course values argument as a central focus of the writing

• Course becomes progressively more challenging and more complex (sequenced assignments build on pervious responses while the content of the assignmens increase in scope and complexity)

• Course uses meta-cognition (i.e., students have opportunity to comment on their own and on peers' writing; students work to understand "writerly" choices)

• Course is oriented around writing as a process (i.e., students encouraged to revise)

• Course encourages critical thinking 

• Course encourages new strategies and techniques

• Course places the onus on students to engage grammar, flow, editing, proofreading (i.e., as opposed to these as central topics discussed in class)

• Course allows for revision as part of the process and a portfolio method of evaluation
  

Document Two:

Individual sections of thematically-designed composition courses, copied from one semester's course offerings at UM:

Modern Depictions of Dublin (We could do Gaza)

Images of Gender in the Media

Language and Culture

Rhetoric & the Media  

Writing about Science and Nature

Ain't we got fun?-Thinking and Writing About Play         

Rereading America: Debating the Myths of National Identity 

Writing About Cinema

Positively Fourth Street: Writing about New York City (Jerusalem?)

Peace, Love and Understanding the Sixties 

Visual Rhetoric

Vampires in Literature and Popular culture

Culture, Identity, and the Rhetoric of Science Fiction

Writing about Literature

Postcolonial Writing (and maybe the "literature of the exile")

A few we might add to the list of possibilities--

Western Discourse and the "War on Terrorism"

Propaganda and Political Rhetoric

Palestine and the United Nations (speeches, resolutions, wording of sanctions, rhetoric of the UN Security Council--lots of room for students to study and work with primary texts)

Zionist Rhetoric (could draw on primary sources in English from the British Mandate)
The Nature and Function of theUniversity in the Arab World

The Depiction of Arabs in Western Media

Social Networking

The Status of Women int Traditional Cultures and/or concepts such as "Gendering" and "Othering

Warfare in the Postmodern World (or, in a world driven by information flow)
Tourism and Travel Literature/popular tourist guides
Primary sources on the US-Led "War on Terror"
Conspiracy Theories (maybe their proliferation during the Bush administration)
The Socio-Cultural "Mission" of the University (as an institution)
Western Expatriates in Arab Countries (maybe their perception of us and our perception of them)
The English language and Palestinian Political Expression
Multiple Perspectives of the War on Gaza
The "Electronic Intifada"
The History and Politics of Mapmaking and Place-Naming
The Socio-Psychology of Linguistics
Writing about Writers' Writings about Literature
Changing Trends in the Teaching of English
using the Museum of Palestinian Political Prisoners (its text and photographic archives) as a source of primary texts-- the genre of political -prisoner writing

I'm hoping these lists will generate further topics for course content from our talented faculty. These thematic sequences are not terribly difficult to pull together (although they do take time and creativity, an understanding of culture/critical theory, and self-scrutiny /self-reflexivity)  and I believe that they are infinitely superior to traditional one-sentence prompts ("My Daddy My Hero") and hackneyed, predictable readings of mass market textbooks ("In the Supermarket, ""On Vacation" and the like) with little or no educational/critical content.

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[ÃÓãÇÁ ÚÈÇÏí]

Hi, Dr. how r u doing?

 

by reading this e-mail, I remembered & re-lived the atmosphere of your ((exciting, fascinating, and motivating lectures)). I really hope or even want to go back/return to my BA studies, but I don't have the courage to do such act! . My parents & the society around me will not accept that and it will be very strange action from me! In addition to the financial problems,I can't load my family another financial load. May be I'll do that later when I have a more independent life.

 

 I'm realy exciteted about this writing course and it will be sooo benificiable for both you and the student and even to the department's staff. It will re-inrech & enhance their strategies and techniques of writng which will be reflected on their students' levels and thinking. I remember that I started thinking and speaking more organisingly & orderly(using the logical order of idias), after I accomplished my writing courses.

 

About a meeting in Abu-Deis, I have final exams on 20+25. After that I'll do my best to see you.

 

love,

Asm'a Abbadi.

 

  

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From: Gina Dominique <gdom...@hotmail.com>
To: literature and culture group <alqudsunive...@googlegroups.com>
Sent: Sat, July 17, 2010 8:16:27 PM
Subject: Writing Courses at Al-Quds University