Now comes the fun part—developing your course! But how will that work in practice, and where will you start?

Good question. To answer it, read the English 110 website thoroughly. 

**Bookmark the site right now!**

The ENG 110 site is a great repository of resources for you. You’ll use it regularly in the practicum, and it will support you throughout your career of teaching at QC.

Some practical questions you should ask as you read:

• Which topic will you teach?
  We recommend Monsters, Language and Literacy, or Cultural Representation and the Media because we have modeled assignments, sample essays, and scaffolding (i.e. a breakdown of the teaching progressions) for you.
• Should you teach the topic exactly as it appears on the syllabus?
  Yes! Teach it exactly as it is, modifying the syllabus only as necessary to teach it online (more to come about that). You’ll spend time in the practicum considering how you want to revise your syllabus to fit your own preferences and predilections in the future.
• How many students will you have as you teach this course?
  ENG 110 has historically been capped at 20 students. That number inched up slightly as we began teaching online, but that is an institutional battle that we’re prepared to fight. We believe that the writing intensiveness of ENG 110 succeeds through our small class sizes.
• Is there a textbook?
  No. Each theme has its own readings, and many of the readings are available as PDFs that you can post on Google Classroom or Blackboard. You will probably choose to use a reference text for citation and reference, and we suggest you go with the one listed in your syllabus.

As you read, think about the small ways these syllabi work toward big goals. In every section of ENG 110, we aspire to foster in our students:

• Rhetorical Knowledge
• Academic Literacy Practices
• Composing Processes
• Languages and Conventions
• Confidence and Ownership

These are sometimes called the student learning goals and outcomes for ENG 110. We talk about them in greater detail when we describe how we work to produce those outcomes by asking our students by asking them to:

• Produce writing that responds appropriately to a variety of rhetorical situations with a particular focus on the academic argumentation.
• Learn reading strategies to summarize, synthesize, analyze, and critique other people’s arguments and ideas fairly.
• Learn research practices that will help strengthen their writing and thinking.
• Produce writing that shows how writers may navigate the diverse processes of composing including revision and collaboration.
• Produce writing that strategically employs appropriate language conventions in different writing situations.
• Take ownership of their work and gain an understanding of their own voice, style, and strengths

We sometimes get a little high-flying in our rhetoric, because we believe in what we do. We hope you will, too.

Your next step is to review the Your syllabus page to understand how it  and the assignments are constructed in greater detail.