Initial Comments for the November 2018 Session at DeVry University in San Antonio

I have been offered two classes for the November 2018 session, ENGL 112: Composition and ENGL 135: Advanced Composition. I’ve taught the latter before–during the current September 2018 session, in fact–but, while I’ve taught first-semester composition any number of times at other institutions (as noted here, among other places), I’ve not yet done so at DeVry. It is the only class in the main writing sequence at that school I’ve not yet taught, so it will be good to get that course under my belt and get a full view of what DeVry asks its students to write.

This would be a nice classroom to have.
Image from University Business.

It will have been noted, I hope, that I have resumed generating examples for my students to follow. I do not think I will do so for ENGL 135 quite yet again; I’m presently in a cycle of doing so, anyway. But I will doubtlessly do so for ENGL 112, partly for the reasons I’ve tended to do so in the past, and partly to help me get a feel for the course cycle expected of my students. (Too, I feel compelled to put materials into this webspace, and doing so for my students helps with that.) I also mean to continue my practice of posting class reports, although the timing on them will shift to reflect the fact that I have an actual class meeting schedule this time around.

To wit, the ENGL 112 class will meet on Wednesday evenings at the San Antonio campus; the ENGL 135 is another all-online section. Both classes begin on 28 October 2018 and run through 22 December 2018. I am happy to have the opportunity to teach once again and put the skills I have theoretically developed through more than a decade of teaching and more than a decade of study to use one more time.

One thought on “Initial Comments for the November 2018 Session at DeVry University in San Antonio

  1. […] Having been assigned once again to teach first-semester composition, I have found myself in mind again of my own lack of common collegiate experience. (I am in mind once again, after some time, of Timothy Carens and the College English piece “Serpents in the Garden: English Professors in Contemporary Film and Television.” I have to wonder how valid the assertions remain.) I am certain that my teaching has suffered because I did not face the challenges that my students do; I have not been as sympathetic in the past as I perhaps ought to have been, and it has shown in the comments that students have left me. Though I have improved, I know there is still work for me to do–and that there are things I am not likely ever to get, really, because I am not now and have not been where they are whom I teach. And that continues to sadden me. […]


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