Chabot College
Fall 2002
Replaced Fall 2010
Course Outline for English 10
UNDERGRADUATE TEACHING ASSISTANT IN ENGLISH
Catalog Description:
10 - Undergraduate Teaching Assistant in English
1-2 Units
Provides the opportunity for students interested in a teaching career to assist an instructor in one target
course. Practice in presenting lessons, responding to students' written work, creating assignments, and
facilitating group discussions. Recommendation of target course instructor required. Prerequisite:
English 1A (completed with a grade of C or higher). 2-4 hours.
[Typical contact hours: 35 – 70]
Prerequisite Skills:
Before entering the course the student should be able to:
1. demonstrate in class discussion and composition competence in
a. reading, summarizing accurately, synthesizing and critically analyzing works from a range of
academic contexts and cultural backgrounds
b. analyzing and comparing essays, book-length works and/or other media for structure,
purpose, audience, and effectiveness of argument
c. seeing how ideas under discussion are related and how they relate to the student's own
experience;
2. write compositions demonstrating college-level standards of academic prose by
a. defining a line of inquiry
b. developing a focused thesis or proposition
c. selecting relevant evidence and presenting it in a persuasive manner
d. anticipating the needs and assumptions of an intended audience
e. organizing the essay in the interests of purpose, coherence and clarity
f. separating fact from inference and judgment
g. identifying assumptions
h. using inductive and deductive reasoning
i. recognizing and clarifying viewpoints
j. using diction, style and tone appropriate to subject and audience;
3. demonstrate understanding of the purpose of research;
4. gather, evaluate and incorporate information from outside sources into his/her writing.
Expected Outcomes for Students:
Upon completion of this course students should be able to:
1. demonstrate understanding and use of a variety of teaching skills to facilitate class and group
discussion;
2. create and deliver selected lessons for classroom use;
3. respond appropriately to students' written work;
4. effectively explain written comments to students.
Course Content:
1.
2.
3.
4.
5.
Lesson preparation
Responding to students' written work
Development of effective assignments
Strategies for facilitating discussions
Identifying students' needs
Chabot College
Course Outline for English 10
Fall 2002
Page 2
Methods of Presentation:
1. Observation of applied pedagogy and teaching techniques in target class
2. Weekly conferences between TA and instructor to
a. identify possible difficulties of students in target class
b. discuss how student difficulties might be addressed
c. review responses to written work of students in target class
d. review TA's lesson plans
e. discuss teaching strategies
f. provide feedback on TA's class presentations
Typical Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Create and present a lesson in which you introduce the upcoming reading assignment to
students. Include a prereading strategy in your lesson
b. Review students' drafts of the upcoming essay and write a summary comment to each
suggesting an appropriate revision focus
2. Methods of Evaluating Student Progress
a. Class presentation
b. Small group facilitation
c. Assignment comments and feedback strategy
d. Final paper or project
Textbook(s) (Typical):
Texts used in target course with instructor's manual when available.
Special Student Materials:
None
dk 11/8/01
D:\CURRIC\FALL01\ENG10NEW.DOC