AI Summary
[DOCUMENT_TYPE: syllabus]
**What This Document Is**
This is a syllabus for ENG 780, a course offered at Wright State University titled “Literacy and Working Class: Assigning Meaning to Memory.” It outlines the expectations, assignments, and overall structure of a graduate-level TESOL (Teaching English to Speakers of Other Languages) read-write course. The course centers around the exploration of memoir as a genre, focusing on personal experiences related to literacy, learning, and identity formation – with a particular emphasis on the impact of social class.
**Why This Document Matters**
This syllabus is essential for anyone considering enrolling in ENG 780, or currently registered and needing a reference for course details. It’s particularly valuable for students interested in the intersection of literacy, personal narrative, and social issues, especially those exploring the experiences of working-class individuals within academic settings. Prospective students can use this to determine if the course aligns with their academic interests and goals. Current students will find it crucial for understanding grading policies, assignment deadlines, and required materials.
**Common Limitations or Challenges**
This syllabus provides an overview of the course, but it does *not* contain the actual course readings, specific assignment prompts, or detailed examples of expected work. It doesn’t offer insights into the instructor’s teaching style beyond a stated willingness to negotiate course elements. It also won’t reveal the specific prewriting activities or the detailed format of journal entries. Access to the full syllabus is required to fully understand the course requirements and expectations.
**What This Document Provides**
* A clear description of the course’s central themes and objectives.
* A list of required texts for the course, including anthologies and potential supplemental readings.
* An overview of the major assignments that contribute to the final grade.
* Information regarding the course’s approach to writing, emphasizing prewriting and multiple drafts.
* An indication of the instructor’s openness to student input and course adaptation.
* A breakdown of how student work will be evaluated.