Blake Wilder

Courses Taught at The Ohio State University

English 110.01: First-Year English Composition

Fall 2009, Winter 2010, Spring 2010

(classes ranged from 18-24 students, predominantly freshmen, almost exclusively non-majors)
Designated course theme: Violence and Identity
Selected corresponding literary sources, popular culture artifacts, and secondary research
Planned a variety of lessons, including comprehensive lectures, interactive discussions, small group work,
and writing exercises
Assessed student work through formative feedback on informal assignments and evaluative grading on
formal papers

English 110.02: First-Year English Composition

Winter 2011, Spring 2011

(19-22 students, predominantly freshmen, exclusively non-majors)

Designated course theme: Violence and Identity
Created course syllabus and Articulated learning goals and objective
Selected Writing with Style as a writing handbook
Selected Fight Club, and corresponding literary sources, popular culture artifacts, and secondary research
Generated assignment sequence, including The Writers Blog (a collaborative writing project), formal
academic papers, and a comprehensive Writing Skills Exam
Planned a variety of lessons, including comprehensive lectures, interactive discussions, small group work,
and writing exercises
Assessed student work through formative feedback on informal assignments and evaluative grading on
formal papers

English 220: Introduction to Shakespeare

Summer 2011

(16 students, predominantly sophomore and junior non-majors, some freshmen and seniors)
Created course syllabus and Articulated learning goals and objective
Selected course texts, including various sonnets, Titus Andronicus, Midsummer Nights Dream, Henry V,
King Lear, Othello, and The Tempest
Generated assignment sequence, including a review of a local production, reading responses, midterm
exam, digital multimodal Shakespeare project, and final essay
Planned a variety of lessons, including comprehensive lectures, interactive discussions, and in-class
readings
Assessed student work through formative feedback on reading responses and evaluative grading on major
assignments

English 2281: Introduction to African American Literature

Fall 2013, Spring 2014
(45 students, predominantly sophomore, junior, and seniors, about one-fourth majors)

Designated course theme: Trauma, Violence, and Artistic Response

Developed learning goals and objective and Created course syllabus
Organized four units of readings comprised of selections from the Norton Anthology of African American
Literature
Selected Toni Morrisons Sula and other supplementary texts
Generated assignment sequence, including unit quizzes, close reading paper, comparative paper, midterm
exam, and final exam
Planned a variety of lessons, including comprehensive lectures, interactive discussions, and small group
activities
Assessed student work through formative feedback on reading responses and evaluative grading on major
assignments

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English 3304: Business and Professional Writing

Summer 2013

(15 students, predominantly sophomore, junior, and senior non-majors, in a digital media computer classroom)
Created course syllabus and Articulated course goals and objectives
Generated assignment sequence, including Job Materials Dossier and Angel Investor Business Plan
Development
Planned a variety of lessons, including interactive discussions, small group work, student oral
presentations, and writing exercises
Assessed student work through formative feedback on informal activities and evaluative grading on formal
assignments

English 367.01: Language, Identity, and Culture in the U.S. Experience Fall 2011, Winter 2012,
Spring 2012
(21-22 students, predominantly sophomore and junior non-majors, in a digital media computer classroom)
Designated course theme: Cultural ConflictsRace, Gender, and Global Relations (Fall), Perspectives of
America after 9/11 (Winter, Spring)
Developed learning goals and objective and Created course syllabus
Selected Writing with Style as a writing handbook, The Reluctant Fundamentalist, and corresponding
thematic readings
Generated assignment sequence, including a topic discussion blog, formal academic papers, digital remediation, and video composition project
Planned a variety of lessons, including comprehensive lectures, interactive discussions, small group work,
and video editing workshops
Assessed student work through formative feedback on in-class activities and evaluative grading on formal
assignments

English 367.02: Literature in the U.S. Experience

Fall 2010

(24 students, predominantly sophomore and junior non-majors, some freshmen and seniors)
Designated course theme: Race, Violence, and Cultural Conflict in American Literature
Created course syllabus and Articulated learning goals and objective
Selected Crossing Cultures: Readings for Composition, To Kill a Mockingbird, and various short stories
thematically linked to To Kill a Mockingbird
Generated assignment sequence, including The Writers Blog (a collaborative writing project), a
comparative paper, and a literary analysis paper
Planned a variety of lessons, including comprehensive lectures, interactive discussions, small group work,
and writing exercises
Assessed student work through formative feedback on informal assignments and evaluative grading on
formal papers