Although I have been teaching college writing courses non-stop since I first entered the classroom as a T.A. in 2001, and have taught for a number of universities and community colleges in both Minnesota and Wyoming, Fall 2014 was the first time I taught an online class. I wasn’t exactly avoiding teaching online… I was just never told to do one until my annual contract was renewed in Fall 2014—with the caveat that I teach an online Composition I course.
In all honesty, I dreaded teaching online. “How am I supposed to put all of what I do,” I said to my mother over lunch, running through a short catalog of facial expressions I use in the classroom, “into a box?” Continue reading →
Teaching English 4/533: Enabling World Texts, Past and Present, to Talk to Each Other
William D. Dyer
I am going to offer, as a means for providing a context for the long student-written collaborative paper that follows as well the brief discussion of how this assignment might apply to other teaching environments and students (written by the graduate student “point person” on that project and practicing high school teacher), an introduction to the actual assignment and the online course for which it was composed. Very simply, English 4/533 is one of only two world literature courses regularly offered annually at Minnesota State University, Mankato.
The object of this course is, at the very least, two-fold: first, to introduce participants to some literary texts that are seminal to an understanding of what we might label “world literature”–from a traditional perspective, truly classic texts. That is, each of these texts contributes to the development of a “window” through which we can see the “selves” of several other very complex cultures substantially different from us. And it is through a very special and culture-transmitting literary medium that we will begin to glean other cultural ways of seeing, being, and believing that have evolved through the centuries and, in no small part, are reflected by these works. Continue reading →